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Detailed Instructions: In this task you will be given a list of numbers. A list is shown by two brackets and comma-separated numbers inside, like: [1,2,3]. You should remove all of the even numbers from the list. If every number in the input list is even an empty list should be returned. Zero should be counted as an even number.
Problem:[27, 196, 108, 67, 96, 126, 69]
Solution:
|
[27, 67, 69]
|
task205_remove_even_elements
|
NIv2
|
zs_opt
| 8
|
train
|
Detailed Instructions: In this task you will be given a list of numbers. A list is shown by two brackets and comma-separated numbers inside, like: [1,2,3]. You should remove all of the even numbers from the list. If every number in the input list is even an empty list should be returned. Zero should be counted as an even number.
See one example below:
Problem: [3, 0, 3, 8]
Solution: [3, 3]
Explanation: Zero and eight are removed from the input list because they are even numbers, and because three appeared twice in the input list, it appears twice in the output list. So this is a good example.
Problem: [67, 12, 86, 145, 179, 192]
Solution:
|
[67, 145, 179]
|
task205_remove_even_elements
|
NIv2
|
fs_opt
| 4
|
train
|
Given the task definition and input, reply with output. In this task you will be given a list of numbers. A list is shown by two brackets and comma-separated numbers inside, like: [1,2,3]. You should remove all of the even numbers from the list. If every number in the input list is even an empty list should be returned. Zero should be counted as an even number.
[67, 190, 56, 156, 136, 143, 110, 36, 78]
|
[67, 143]
|
task205_remove_even_elements
|
NIv2
|
zs_opt
| 5
|
train
|
Detailed Instructions: In this task you will be given a list of numbers. A list is shown by two brackets and comma-separated numbers inside, like: [1,2,3]. You should remove all of the even numbers from the list. If every number in the input list is even an empty list should be returned. Zero should be counted as an even number.
Problem:[101, 21, 44, 189, 173, 66, 55, 46, 134]
Solution:
|
[101, 21, 189, 173, 55]
|
task205_remove_even_elements
|
NIv2
|
zs_opt
| 8
|
train
|
In this task you will be given a list of numbers. A list is shown by two brackets and comma-separated numbers inside, like: [1,2,3]. You should remove all of the even numbers from the list. If every number in the input list is even an empty list should be returned. Zero should be counted as an even number.
Q: [139, 107, 63, 147]
A:
|
[139, 107, 63, 147]
|
task205_remove_even_elements
|
NIv2
|
zs_opt
| 4
|
train
|
In this task you will be given a list of numbers. A list is shown by two brackets and comma-separated numbers inside, like: [1,2,3]. You should remove all of the even numbers from the list. If every number in the input list is even an empty list should be returned. Zero should be counted as an even number.
Input: Consider Input: [100, 152, 50, 99, 199, 140, 174, 40, 143]
Output: [99, 199, 143]
Input: Consider Input: [110, 146, 134, 181, 72, 83, 85]
Output: [181, 83, 85]
Input: Consider Input: [15, 125, 156, 33, 184, 163, 108]
|
Output: [15, 125, 33, 163]
|
task205_remove_even_elements
|
NIv2
|
fs_opt
| 2
|
train
|
Detailed Instructions: In this task you will be given a list of numbers. A list is shown by two brackets and comma-separated numbers inside, like: [1,2,3]. You should remove all of the even numbers from the list. If every number in the input list is even an empty list should be returned. Zero should be counted as an even number.
See one example below:
Problem: [3, 0, 3, 8]
Solution: [3, 3]
Explanation: Zero and eight are removed from the input list because they are even numbers, and because three appeared twice in the input list, it appears twice in the output list. So this is a good example.
Problem: [199, 43, 112, 33, 72, 116]
Solution:
|
[199, 43, 33]
|
task205_remove_even_elements
|
NIv2
|
fs_opt
| 4
|
train
|
Definition: In this task you will be given a list of numbers. A list is shown by two brackets and comma-separated numbers inside, like: [1,2,3]. You should remove all of the even numbers from the list. If every number in the input list is even an empty list should be returned. Zero should be counted as an even number.
Input: [175, 24, 199, 126, 197, 68, 41, 72, 122, 25]
Output:
|
[175, 199, 197, 41, 25]
|
task205_remove_even_elements
|
NIv2
|
zs_opt
| 2
|
train
|
In this task you will be given a list of numbers. A list is shown by two brackets and comma-separated numbers inside, like: [1,2,3]. You should remove all of the even numbers from the list. If every number in the input list is even an empty list should be returned. Zero should be counted as an even number.
Q: [153, 61, 88, 133]
A:
|
[153, 61, 133]
|
task205_remove_even_elements
|
NIv2
|
zs_opt
| 4
|
test
|
In this task you will be given a list of numbers. A list is shown by two brackets and comma-separated numbers inside, like: [1,2,3]. You should remove all of the even numbers from the list. If every number in the input list is even an empty list should be returned. Zero should be counted as an even number.
Example: [3, 0, 3, 8]
Example solution: [3, 3]
Example explanation: Zero and eight are removed from the input list because they are even numbers, and because three appeared twice in the input list, it appears twice in the output list. So this is a good example.
Problem: [142, 38, 49, 23, 12, 89, 136, 20, 87]
|
Solution: [49, 23, 89, 87]
|
task205_remove_even_elements
|
NIv2
|
fs_opt
| 5
|
validation
|
In this task, you are given a sentence in the Bulgarian language. Here, your job is to convert bulgarian sentence into the english language.
[Q]: Планът трябваше да бъде предаден на Съвета и на Парламента миналата есен.
[A]: The plan was due to be submitted to the Council and Parliament last autumn.
[Q]: Усъвършенстваното през последните 10 години евро сега трябва да открие нови области за развитие, не защото не сме се справили дотук, а защото тепърва ни предстои още работа.
[A]: The euro, which has been enriched by these last 10 years, must now open up new areas for development, not that we have not dealt with these at all, but simply because they are still work in progress ahead of us.
[Q]: В резултат производствените разходи ще се повишат, което ще постави земеделските производители от новите държави-членки в най-неизгодно положение.
[A]:
|
Consequently, production costs will grow, which will put farmers from new Member States at the biggest disadvantage.
|
task271_europarl_translation
|
NIv2
|
fs_opt
| 5
|
train
|
In this task, you are given a sentence in the Bulgarian language. Here, your job is to convert bulgarian sentence into the english language.
One example is below.
Q: Състав на Парламента: вж. протоколи
A: Membership of Parliament: see Minutes
Rationale: Bulgarian sentence is converted into english sentence.
Q: Ясно е, че щеше да настъпи катастрофа, ако първоначалното предложение на Комисията бе прието, и то катастрофа не само за Дания.
A:
|
Clearly, it would have been a disaster if the Commission's original proposal had been adopted, and not only for Denmark.
|
task271_europarl_translation
|
NIv2
|
fs_opt
| 9
|
train
|
Detailed Instructions: In this task, you are given a sentence in the Bulgarian language. Here, your job is to convert bulgarian sentence into the english language.
Problem:Освобождаване от отговорност във връзка с изпълнението на бюджета на Европейската агенция по лекарствата за финансовата 2006 г. (
Solution:
|
2006 discharge: European Medicines Agency (
|
task271_europarl_translation
|
NIv2
|
zs_opt
| 8
|
train
|
In this task, you are given a sentence in the Bulgarian language. Here, your job is to convert bulgarian sentence into the english language.
Example input: Състав на Парламента: вж. протоколи
Example output: Membership of Parliament: see Minutes
Example explanation: Bulgarian sentence is converted into english sentence.
Q: 18.
A:
|
18.
|
task271_europarl_translation
|
NIv2
|
fs_opt
| 3
|
train
|
In this task, you are given a sentence in the Bulgarian language. Here, your job is to convert bulgarian sentence into the english language.
През осем поредни години обемът на газа, произвеждан от Газпром, се задържа на едно и също равнище.
|
For eight consecutive years, gas production by Gazprom has been stagnating at the same level.
|
task271_europarl_translation
|
NIv2
|
zs_opt
| 0
|
train
|
Q: In this task, you are given a sentence in the Bulgarian language. Here, your job is to convert bulgarian sentence into the english language.
Западните Балкани като регион са ключов и ценен партньор за Европейския съюз.
A:
|
The Western Balkans, as a region, is a key and valuable partner for the EU.
|
task271_europarl_translation
|
NIv2
|
zs_opt
| 7
|
train
|
In this task, you are given a sentence in the Bulgarian language. Here, your job is to convert bulgarian sentence into the english language.
Q: (Posiedzenie zostało zamknięte o godz. 23.00)
A: (The sitting was closed at 11 p.m.)
****
Q: По онова време мнозина - както в политическата, така и в академичната сфера - критикуваха единната валута, без да споменаваме големия брой централни банки, които смятаха, че икономическият и паричен съюз не може и не трябва да бъде осъществен и че ако въпреки всичко това се случи, единната валута, казано накратко, би била слаба и без бъдеще.
A: At the time, there were many who criticised the single currency both in the political and academic worlds, without mentioning the notable number of central bankers who felt that the Economic and Monetary Union could not or should not be achieved and that if, despite everything, it were to come into being, the single currency, in brief, would be weak and without a future.
****
Q: - Résolution: Birmanie
A:
|
Resolution on Burma
****
|
task271_europarl_translation
|
NIv2
|
fs_opt
| 4
|
train
|
In this task, you are given a sentence in the Bulgarian language. Here, your job is to convert bulgarian sentence into the english language.
Q: Повторното установяване на финансова и икономическа стабилност в световен мащаб предполага задълбочена реформа на финансовата система и премахване на големите дисбаланси в микса на глобалното потребление и глобалните спестявания.
A:
|
The re-establishment of stability in the financial and the real economy on a world scale implies a profound reform of the financial system and the elimination of the major imbalances in the mix of global consumption and global saving.
|
task271_europarl_translation
|
NIv2
|
zs_opt
| 4
|
train
|
Definition: In this task, you are given a sentence in the Bulgarian language. Here, your job is to convert bulgarian sentence into the english language.
Input: Гжа Mukoko в момента е задържана в затвор с максимална сигурност при строг тъмничен режим и нейното бъдеще, както и това на толкова много други участници в кампании, хуманитарни работници и обикновени граждани преди нея, е обречено на в опасност в ръцете на режима на Mugabe.
Output:
|
Ms Mukoko is currently being held in solitary confinement at the maximum security prison, and her future, like that of so many campaigners, aid workers and ordinary citizens before her, remains in jeopardy at the hands of the Mugabe regime.
|
task271_europarl_translation
|
NIv2
|
zs_opt
| 2
|
test
|
In this task, you are given a sentence in the Bulgarian language. Here, your job is to convert bulgarian sentence into the english language.
[Q]: Може би трябва да си зададем важните въпроси.
[A]: It may be that fundamental questions need to be asked.
[Q]: член на Комисията. - (EN) Гжо Председател, наистина оценявам вашия принос.
[A]: Member of the Commission. - Madam President, I really appreciate your contributions.
[Q]: Одобряване от Съвета на позиции на Парламента, приети на първо четене (член 66 от Правилника за дейността): вж. протокола
[A]:
|
Approval by the Council of Parliament's positions adopted at first reading (Rule 66): see Minutes
|
task271_europarl_translation
|
NIv2
|
fs_opt
| 5
|
validation
|
Given the task definition and input, reply with output. In this task, you will use your knowledge about language (and common sense) to determine what element the marked number refers to. The numbers are marked with two underlines around them, like: _ number _. Your answer should be chosen from the given text, and should not contain other words.
Captain Jim Brass: So , according to this , you said that you struck the Steven with his staff . You smote him . That is n't true , is it ?
George: Yea - no .
Captain Jim Brass: What did you hit him with ? Oh , it says here a large rock .
George: Yes .
Captain Jim Brass: No , wait a minute , the branch of a tree .
George: Yes .
Captain Jim Brass: No , a hockey stick .
George: Yes .
Captain Jim Brass: You did n't really kill Steven , did you ?
George: No .
Captain Jim Brass: So why 'd you confess to murder ?
George: Well , I try to live my life according to the 17th proclamation of the Steven , from his second sermon at the Starbucks .
Captain Jim Brass: Oh , I missed that _ one _ .
George: " It is better to be agreeable than to be right . "
Captain Jim Brass: That 's not religion , that 's marriage .
George: That 's ... very ...
Captain Jim Brass: So you did n't kill Steven ?
George: Yes . No .
Captain Jim Brass: You did ?
George: Yes .
Captain Jim Brass: You killed him ?
George: No .
Captain Jim Brass: Are you clinically insane or just incredibly annoying ?
George: What would you prefer ?
|
sermon
|
task401_numeric_fused_head_reference
|
NIv2
|
zs_opt
| 5
|
train
|
Detailed Instructions: In this task, you will use your knowledge about language (and common sense) to determine what element the marked number refers to. The numbers are marked with two underlines around them, like: _ number _. Your answer should be chosen from the given text, and should not contain other words.
See one example below:
Problem: Jess Mastriani: No, I don't want another crooler, thank you very much.
FBI Agent Nicole Scott: But it's good for you. It's got... honeyglaze. Please die for this crooler, Jess.
Jess Mastriani: I've had _ two _ already. Who eats three croolers in a night?
FBI Agent Nicole Scott: Take a look. [Nicole takes a huge bite] Mmmmm, Mmmmm, Mmmmm!
Solution: crooler
Explanation: In this example, the number two refers to something that the word: crooler.
Problem: Officer Jim Gilpin: You ever hear the expression the simplest answer is often the correct _ one _ ?
Detective Rhonda Boney: Actually , I have never found that to be true .
Solution:
|
answer
|
task401_numeric_fused_head_reference
|
NIv2
|
fs_opt
| 4
|
train
|
You will be given a definition of a task first, then some input of the task.
In this task, you will use your knowledge about language (and common sense) to determine what element the marked number refers to. The numbers are marked with two underlines around them, like: _ number _. Your answer should be chosen from the given text, and should not contain other words.
Wesley 'Wes' Rush: Where are your girls at ?
Bianca Piper: It 's actually not my job to give you pervey intel on my best friends but good luck anyway .
Wesley 'Wes' Rush: Well it kind of is though , you know as their duff .
Wesley 'Wes' Rush, Bianca Piper: Sorry , as their what ?
Wesley 'Wes' Rush: Duff , D - U - F - F : Designated Ugly Fat Friend .
Bianca Piper: What did you just say to me ?
Wesley 'Wes' Rush: It 's not like a big deal , every group has _ one _ , you know the one who does n't look as good , thus making their friends look better . The one whose easy to talk to because no one 's trying to get with them . You friended up ! Good time !
Output:
|
Friend
|
task401_numeric_fused_head_reference
|
NIv2
|
zs_opt
| 1
|
train
|
In this task, you will use your knowledge about language (and common sense) to determine what element the marked number refers to. The numbers are marked with two underlines around them, like: _ number _. Your answer should be chosen from the given text, and should not contain other words.
Let me give you an example: Jess Mastriani: No, I don't want another crooler, thank you very much.
FBI Agent Nicole Scott: But it's good for you. It's got... honeyglaze. Please die for this crooler, Jess.
Jess Mastriani: I've had _ two _ already. Who eats three croolers in a night?
FBI Agent Nicole Scott: Take a look. [Nicole takes a huge bite] Mmmmm, Mmmmm, Mmmmm!
The answer to this example can be: crooler
Here is why: In this example, the number two refers to something that the word: crooler.
OK. solve this:
Wally: I have combined Americans love of sex , guns and chickpea .
Andy Barker: That 's the big _ three _ .
Answer:
|
sex
|
task401_numeric_fused_head_reference
|
NIv2
|
fs_opt
| 8
|
train
|
Instructions: In this task, you will use your knowledge about language (and common sense) to determine what element the marked number refers to. The numbers are marked with two underlines around them, like: _ number _. Your answer should be chosen from the given text, and should not contain other words.
Input: Wizard: Dr. Eggman is the obese , yet strangely athletic , evil mastermind responsible for terrorizing the world of Sonic the Hedgehog , in his quest to rule a global empire . His engineering mastery has led to a massive army of unique robot warriors using the strangest fuel source , kidnapped animals .
Boomstick: He 's PETA 's worst nightmare !
Wizard: His army is based around speed and defense , including Moto Bugs , Caterkillers , Buzz Bombers , Egg Pawns and SWATbots .
Boomstick: But Eggman 's got way more than that ! His Egg Fleet is a huge armada of battleships , led by the massive Egg Carrier , which supports a huge front mounted laser cannon .
Wizard: The Eggman army is spearheaded by his deadliest robot warriors , the Badniks . The EggRobo is a smartbot crafted in Eggman 's own image and designed to carry out tasks Eggman himself would normally do .
Boomstick: What 's this guy 's deal with eggs ?
Wizard: On its own , Silver Sonic appears slow and bulky but it is powered by a Chaos Emerald , making it a much faster and more practical machine .
Boomstick: Then he made another robo - hog , Mecha Sonic , who focuses on firepower over speed !
Wizard: Mecha Sonic can even absorb Chaos energy to attain a short lived super form .
Boomstick: But Eggman wanted more than just Sonic bots . Mecha Knuckles can glide and vomit giant rockets ...
Wizard: And E-101 Beta remains one of Eggman 's most versatile machines .
Boomstick: He 's a flying robot with super speed , teleportation and a reflector shield ! He shoots homing missiles and kamehamehas and has one of my favorite defensive abilities ever , the backhand !
Wizard: The Shadow Androids are fast and durable and typically fight in groups of _ three _ . However , their design is so complex , they sometimes glitch in close combat . And speaking of glitches , despite being an absolute genius , Dr. Eggman appears to suffer from a peculiar personality disorder that sent him through several different " phases " .
Boomstick: Let 's just hope that Scratch and Grounder phase does n't show up today .
Wizard: But none of Eggman 's creations have ever been as deadly or as successful as his ultimate killing machine ...
Boomstick: Hyper Metal Sonic !
Wizard: Metal Sonic was specifically designed to be better than Sonic the Hedgehog in every way and was a complete success . Metal can move much faster than Sonic , easily reaching near mach 5 speeds . Metal 's abilities include Sonic 's spindash and homing attack , along with the impenetrable Black Shield .
Boomstick: He 's also got a chest laser , rocket powered flight and the maximum overdrive attack , where he overloads his circuits to create a glowing energy field that 'll burn through pretty much anything !
Wizard: And that 's not all . Somehow , Eggman managed to make Metal Sonic an ever evolving force . Metal has the uncanny ability to scan and copy data from others , flawlessly replicating their abilities .
Boomstick: Damn , Eggman sure stepped up his game !
Wizard: Absorbing enough power can transform Metal into a number of more impressive forms , all of which increase his abilities immeasurably .
Boomstick: The only downside to giving Metal Sonic a super brain is Eggman sometimes has trouble keeping him in line .
Wizard: But even with his metallic minions waging his war , Dr. Eggman is perfectly willing to step into the battlefield himself . He pilots the Eggmobile , a fast single man pod with twin mounted machine guns . The Eggmobile 's most vital function , however , is its universal compatibility to operate almost all of Eggman 's machines .
Boomstick: Like the humungous Death Egg Robot with its spiked rocket arms and lasers !
Wizard: Eggman is vicious and clever . He 's an expert at playing his opponents right into his hands . At the same time , though , he can be overly obsessive to the point of overlooking some important factors in an effort to concentrate on a single goal . But while this can be a perilous game for Eggman , it also makes him dangerously unpredictable .
Output:
|
Androids
|
task401_numeric_fused_head_reference
|
NIv2
|
zs_opt
| 3
|
train
|
Detailed Instructions: In this task, you will use your knowledge about language (and common sense) to determine what element the marked number refers to. The numbers are marked with two underlines around them, like: _ number _. Your answer should be chosen from the given text, and should not contain other words.
Problem:Cmdr. Harold Roberts: A few things , I can be quite romantic about .
Margaret 'Maggie' Hathaway: Name _ one _ .
Cmdr. Harold Roberts: Well , women .
Margaret 'Maggie' Hathaway: Oh ?
Cmdr. Harold Roberts: For example : Although I know , basically , women consist mostly of water , with a few pinches of salt , and metals thrown in , you have a very unsaltlike and non - metallic effect .
Margaret 'Maggie' Hathaway: I give in .
Solution:
|
things
|
task401_numeric_fused_head_reference
|
NIv2
|
zs_opt
| 8
|
train
|
Teacher:In this task, you will use your knowledge about language (and common sense) to determine what element the marked number refers to. The numbers are marked with two underlines around them, like: _ number _. Your answer should be chosen from the given text, and should not contain other words.
Teacher: Now, understand the problem? Solve this instance: Cmdr. Harold Roberts: It is true that you ca n't live among beasts without becoming _ one _ . It is just as true that you ca n't live among human beings without becoming affected by their humanity .
Student:
|
beasts
|
task401_numeric_fused_head_reference
|
NIv2
|
zs_opt
| 6
|
train
|
In this task, you will use your knowledge about language (and common sense) to determine what element the marked number refers to. The numbers are marked with two underlines around them, like: _ number _. Your answer should be chosen from the given text, and should not contain other words.
Q: Alan Milliken: You come into my house ? After everything I 've done for your family ? I 've made your children 's father the President of the United States !
Sherry Palmer: Wait a minute , whatever you did to help David was * not * for the benefit of my children . Let 's get that straight . You 're just a small man , Alan , who lords his money over his friends because that 's all you have , that 's all you are ! Why do you think your wife had to go out and find another man ?
Alan Milliken: Do n't you * talk * to me like this !
Sherry Palmer: Because you 're * not * _ one _ ! Not one wo man in her right mind would find you attractive without your wealth , Alan ! That 's what people want from you . That 's all Julia wants from you . And I 'm supposed to be afraid of you ? You think I 'm scared of you ? You 're just a little boy , Alan ! A pathetic , scrawny , sickly little boy !
Alan Milliken: Julia , my pills . My pills !
Sherry Palmer: No , do n't !
Julia Milliken: What are you doing ?
Sherry Palmer: Do n't !
Julia Milliken: Sherry ?
Sherry Palmer: Do n't !
Alan Milliken: Julia ! Julia !
Sherry Palmer: This is your way out !
Alan Milliken: Julia ! Julia ! Julia ! Julia ! Julia !
A:
|
man
|
task401_numeric_fused_head_reference
|
NIv2
|
zs_opt
| 4
|
train
|
In this task, you will use your knowledge about language (and common sense) to determine what element the marked number refers to. The numbers are marked with two underlines around them, like: _ number _. Your answer should be chosen from the given text, and should not contain other words.
Example input: Jess Mastriani: No, I don't want another crooler, thank you very much.
FBI Agent Nicole Scott: But it's good for you. It's got... honeyglaze. Please die for this crooler, Jess.
Jess Mastriani: I've had _ two _ already. Who eats three croolers in a night?
FBI Agent Nicole Scott: Take a look. [Nicole takes a huge bite] Mmmmm, Mmmmm, Mmmmm!
Example output: crooler
Example explanation: In this example, the number two refers to something that the word: crooler.
Q: Lee Mullens: Well , how are you gon na help me today ?
Colby Bachner: The pharmacy girl gets off at 2:00 , the nurse 's shift ends at 3:00 , and the teacher gets out of school at 3:30 .
Lee Mullens: What about that girl outside the other day ?
Colby Bachner: Anna , our neighbor ? She 's too close .
Lee Mullens: Where 's her picture ?
Colby Bachner: We never took _ one _ . No , come on , choose one of these girls . They 'll all be good .
A:
|
picture
|
task401_numeric_fused_head_reference
|
NIv2
|
fs_opt
| 3
|
test
|
Detailed Instructions: In this task, you will use your knowledge about language (and common sense) to determine what element the marked number refers to. The numbers are marked with two underlines around them, like: _ number _. Your answer should be chosen from the given text, and should not contain other words.
Problem:Ken Nakamura: Most of the FBI Agents showed up and started telling us how to handle our organized crime problem . Booth said nothing . _ Two _ , three days , just listening .
Dr. Temperance 'Bones' Brennan: He was quiet ? That that does not sound like Booth .
Ken Nakamura: Then he asked a question . He asked " How would you gentlemen handle * our * organized crime problem ? " He was respectful .
Dr. Temperance 'Bones' Brennan: That is the basis of your friendship ?
Ken Nakamura: That and the situation incited by a gallon of Sake on a police boat at Uruaga Harbor at dawn .
Solution:
|
days
|
task401_numeric_fused_head_reference
|
NIv2
|
zs_opt
| 8
|
validation
|
You will be given a definition of a task first, then some input of the task.
In this task, you will be given two sentences separated by ", so". You should decide whether the first sentence can be the cause of the second sentence. If you can see a possible causation, answer with "plausible", otherwise answer with "not plausible".
The pond froze over for the winter, so there was a lot of rain
Output:
|
not plausible
|
task391_causal_relationship
|
NIv2
|
zs_opt
| 1
|
train
|
In this task, you will be given two sentences separated by ", so". You should decide whether the first sentence can be the cause of the second sentence. If you can see a possible causation, answer with "plausible", otherwise answer with "not plausible".
[EX Q]: The police aimed their weapons at the fugitive, so causing him an injury
[EX A]: not plausible
[EX Q]: Several witnesses of the crime testified against the suspect, so there was no one to investigate the case
[EX A]: not plausible
[EX Q]: The man's eye became infected, so he did the next best thing
[EX A]:
|
not plausible
|
task391_causal_relationship
|
NIv2
|
fs_opt
| 6
|
train
|
Instructions: In this task, you will be given two sentences separated by ", so". You should decide whether the first sentence can be the cause of the second sentence. If you can see a possible causation, answer with "plausible", otherwise answer with "not plausible".
Input: The girl found the missing puzzle piece, so I had to check it out
Output:
|
plausible
|
task391_causal_relationship
|
NIv2
|
zs_opt
| 3
|
train
|
In this task, you will be given two sentences separated by ", so". You should decide whether the first sentence can be the cause of the second sentence. If you can see a possible causation, answer with "plausible", otherwise answer with "not plausible".
Example Input: The motorcyclist twisted the throttle, so I was able to catch it
Example Output: not plausible
Example Input: The woman won the lottery, so we decided to check it out
Example Output: plausible
Example Input: I received a package in the mail, so i took the package to the post office
Example Output:
|
not plausible
|
task391_causal_relationship
|
NIv2
|
fs_opt
| 3
|
train
|
Given the task definition, example input & output, solve the new input case.
In this task, you will be given two sentences separated by ", so". You should decide whether the first sentence can be the cause of the second sentence. If you can see a possible causation, answer with "plausible", otherwise answer with "not plausible".
Example: The woman went to the bank, so pigs can fly.
Output: not plausible
Clearly, there can't be a causation relationship between someone going to the bank and pigs flying.
New input case for you: The skunk sprayed the dog, so we had to open it again
Output:
|
not plausible
|
task391_causal_relationship
|
NIv2
|
fs_opt
| 1
|
train
|
In this task, you will be given two sentences separated by ", so". You should decide whether the first sentence can be the cause of the second sentence. If you can see a possible causation, answer with "plausible", otherwise answer with "not plausible".
Example input: The woman went to the bank, so pigs can fly.
Example output: not plausible
Example explanation: Clearly, there can't be a causation relationship between someone going to the bank and pigs flying.
Q: The boaters set off a flare, so caused the boat to sink
A:
|
not plausible
|
task391_causal_relationship
|
NIv2
|
fs_opt
| 3
|
train
|
You will be given a definition of a task first, then some input of the task.
In this task, you will be given two sentences separated by ", so". You should decide whether the first sentence can be the cause of the second sentence. If you can see a possible causation, answer with "plausible", otherwise answer with "not plausible".
The skunk sprayed the dog, so he knew he was safe
Output:
|
not plausible
|
task391_causal_relationship
|
NIv2
|
zs_opt
| 1
|
train
|
Definition: In this task, you will be given two sentences separated by ", so". You should decide whether the first sentence can be the cause of the second sentence. If you can see a possible causation, answer with "plausible", otherwise answer with "not plausible".
Input: The patient was dehydrated, so she had a bottle of water
Output:
|
plausible
|
task391_causal_relationship
|
NIv2
|
zs_opt
| 2
|
train
|
Instructions: In this task, you will be given two sentences separated by ", so". You should decide whether the first sentence can be the cause of the second sentence. If you can see a possible causation, answer with "plausible", otherwise answer with "not plausible".
Input: I held the door for the woman entering behind me, so I didn't have to deal with it
Output:
|
not plausible
|
task391_causal_relationship
|
NIv2
|
zs_opt
| 3
|
test
|
In this task, you will be given two sentences separated by ", so". You should decide whether the first sentence can be the cause of the second sentence. If you can see a possible causation, answer with "plausible", otherwise answer with "not plausible".
Q: The group overlooked the woman's faux pas, so I knew I was in the clear
A: plausible
****
Q: The girl felt dizzy, so she took him to the doctor
A: not plausible
****
Q: The homeowners disliked their nosy neighbors, so they built a house around it
A:
|
not plausible
****
|
task391_causal_relationship
|
NIv2
|
fs_opt
| 4
|
validation
|
You will be given a definition of a task first, then some input of the task.
Given a sentence in English(en), generate a translation of that sentence in Hindi(hi) without changing the meaning of the input sentence as the output
He is revered in Uzbekistan too, which he had visited.
Output:
|
वे उज्बेकिस्तान में भी पूजनीय हैं, जहां, उन्होनें, यात्रा की थी
|
task1654_mkb_translation
|
NIv2
|
zs_opt
| 1
|
train
|
Given a sentence in English(en), generate a translation of that sentence in Hindi(hi) without changing the meaning of the input sentence as the output
Q: Today, Lakshadweep is contributing significantly in Indias progress.
A:
|
आज, लक्षद्वीप भारत की प्रगति में, अपना महत्वपूर्ण योगदान दे रहा है
|
task1654_mkb_translation
|
NIv2
|
zs_opt
| 4
|
train
|
Given a sentence in English(en), generate a translation of that sentence in Hindi(hi) without changing the meaning of the input sentence as the output
Example input: My dear countrymen, Namaskar.
Example output: मेरे प्यारे देशवासियो, नमस्कार
Example explanation: The generated output has the same meaning as the given input sentence
Q: He accorded the highest significance to the spirit of service.
A:
|
उन्होंने, सेवा को हमेशा सर्वोपरि रखा
|
task1654_mkb_translation
|
NIv2
|
fs_opt
| 3
|
train
|
Part 1. Definition
Given a sentence in English(en), generate a translation of that sentence in Hindi(hi) without changing the meaning of the input sentence as the output
Part 2. Example
My dear countrymen, Namaskar.
Answer: मेरे प्यारे देशवासियो, नमस्कार
Explanation: The generated output has the same meaning as the given input sentence
Part 3. Exercise
She is the Lakshmi of India in every sense of the term.
Answer:
|
मेरे लिये सब कुछ है और वो सही अर्थ में भारत की लक्ष्मी है
|
task1654_mkb_translation
|
NIv2
|
fs_opt
| 7
|
train
|
Given a sentence in English(en), generate a translation of that sentence in Hindi(hi) without changing the meaning of the input sentence as the output
Let me give you an example: My dear countrymen, Namaskar.
The answer to this example can be: मेरे प्यारे देशवासियो, नमस्कार
Here is why: The generated output has the same meaning as the given input sentence
OK. solve this:
The reverence and devotion for Sardar Vallabhbhai Patel in their hearts was reflected in the form of homage paid to him. Besides, at present,it houses many centres of attraction such as Cactus Garden, Butterfly Garden, Jungle Safari, and Childrens Nutrition Park, Ekta Nursery, which are all constantly evolving and providing a fillip to the local economy.
Answer:
|
सरदार वल्लभभाई पटेल के प्रति उनके ह्रदय में जो आस्था है, श्रद्धा है, उसको, प्रकट किया और अब तो वहा actus Garden, butterly Garden, Jungle Saari, hildren Nutrition Park, एकता Nursery, ऐसे अनेक आकर्षण के केंद्र लगातार विकसित होते चले जा रहे हैं और इससे स्थानीय अर्थव्यवस्था को भी बढ़ावा मिल रहा है और लोगों को रोज़गार के नए-नए अवसर भी मिल रहे हैं
|
task1654_mkb_translation
|
NIv2
|
fs_opt
| 8
|
train
|
Given the task definition and input, reply with output. Given a sentence in English(en), generate a translation of that sentence in Hindi(hi) without changing the meaning of the input sentence as the output
And these hosts are being professionally trained in the technique of running a home stay.
|
ome stay acilities उपलब्ध कराने वाले लोगों को proessional training भी दी जा रही है
|
task1654_mkb_translation
|
NIv2
|
zs_opt
| 5
|
train
|
Given a sentence in English(en), generate a translation of that sentence in Hindi(hi) without changing the meaning of the input sentence as the output
Ex Input:
Guru Nank Dev ji firmly believed that any service done selflessly was beyond evaluation.
Ex Output:
गुरुनानकदेव जी मानते थे कि निस्वार्थ भाव से किए गए सेवा कार्य की कोई क़ीमत नहीं हो सकती
Ex Input:
Do read them, get inspired and share similar instances. I respectfully salute all the Lakshmis of India.
Ex Output:
आप जरुर पढ़िये, प्रेरणा लीजिये और खुद भी ऐसा ही कुछ अपने आस-पास से share कीजिये और मेरा, भारत की इन सभी लक्ष्मियों को आदरपूर्वक नमन है
Ex Input:
He played a far more significant role, when it came to a small region such as Lakshadweep too.
Ex Output:
|
लक्षद्वीप जैसी छोटी जगह के लिए भी उन्होंने महत्वपूर्ण भूमिका निभाई थी
|
task1654_mkb_translation
|
NIv2
|
fs_opt
| 1
|
train
|
Detailed Instructions: Given a sentence in English(en), generate a translation of that sentence in Hindi(hi) without changing the meaning of the input sentence as the output
Problem:There in the Golden Temple itself, they undertook a holy Darshan, commemorating the 550th Prakash Parv of Guru Nanak Devji.
Solution:
|
वहां उन्होंने अमृतसर के स्वर्ण मंदिर के दर्शन किये और ये सब गुरुनानक देव जी के 550वें प्रकाशपर्व के निमित्त हुआ था
|
task1654_mkb_translation
|
NIv2
|
zs_opt
| 8
|
train
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
Given a sentence in English(en), generate a translation of that sentence in Hindi(hi) without changing the meaning of the input sentence as the output
My dear countrymen, Namaskar.
Solution: मेरे प्यारे देशवासियो, नमस्कार
Why? The generated output has the same meaning as the given input sentence
New input: I also express my gratitude.
Solution:
|
कृतज्ञता प्रकट करता हू
|
task1654_mkb_translation
|
NIv2
|
fs_opt
| 0
|
test
|
Detailed Instructions: Given a sentence in English(en), generate a translation of that sentence in Hindi(hi) without changing the meaning of the input sentence as the output
See one example below:
Problem: My dear countrymen, Namaskar.
Solution: मेरे प्यारे देशवासियो, नमस्कार
Explanation: The generated output has the same meaning as the given input sentence
Problem: The luminescence of Guru Nanak Dev jis influence can be felt not only in India but around the world.
Solution:
|
गुरुनानक देव जी का प्रभाव भारत में ही नहीं बल्कि पूरे विश्व मे है
|
task1654_mkb_translation
|
NIv2
|
fs_opt
| 4
|
validation
|
Detailed Instructions: You are given a sentence in Polish. Your job is to translate the Polish sentence into Galician.
Problem:Pozycja na górze znaczy, że cieszysz się wysokim dochodem na emeryturze.
Solution:
|
Se está na cima quere dicir que estás gozando dunha grande renta na xubilación.
|
task1261_ted_translation_pl_gl
|
NIv2
|
zs_opt
| 8
|
train
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into Galician.
Ex Input:
Wpasowuje się w środowisko. Jest środowiskiem.
Ex Output:
Adáptase ao medio. Forma parte del.
Ex Input:
Konflikt miał też swoje podłoże etniczne, jak to często zdarza się w Afryce.
Ex Output:
Este conflito era en parte étnico, como é habitual en África.
Ex Input:
Kiedy będziecie na uroczystej kolacji, sięgnijcie po ten "" neuroneutralny "" napój.
Ex Output:
|
Así que a próxima vez que vaian de cea, poden procurar acadar ese punto de bebida 'neutral' para a neuroxénese.
|
task1261_ted_translation_pl_gl
|
NIv2
|
fs_opt
| 1
|
train
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into Galician.
Example: Dzisiaj, w Szwecji i innych bogatych krajach ludzie używają mnóstwo najróżniejszych urządzeń.
Example solution: Hoxe, en Suecia e outros países ricos, a xente usa moitas máquinas diferentes.
Example explanation: The Polish sentence is correctly translated into Galician, because the meaning is preserved.
Problem: Nie podawaj po prostu przykładu.
|
Solution: Non te limites a darme un exemplo.
|
task1261_ted_translation_pl_gl
|
NIv2
|
fs_opt
| 5
|
train
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into Galician.
One example: Dzisiaj, w Szwecji i innych bogatych krajach ludzie używają mnóstwo najróżniejszych urządzeń.
Solution is here: Hoxe, en Suecia e outros países ricos, a xente usa moitas máquinas diferentes.
Explanation: The Polish sentence is correctly translated into Galician, because the meaning is preserved.
Now, solve this: Przysłała też coś takiego - przezabawne.
Solution:
|
Ela mandoume isto, que é graciosísimo.
|
task1261_ted_translation_pl_gl
|
NIv2
|
fs_opt
| 6
|
train
|
Q: You are given a sentence in Polish. Your job is to translate the Polish sentence into Galician.
Szał Nathaniela przemienił się w zrozumienie, spokojną ciekawość i wdzięk.
A:
|
E a furia maníaca de Nathaniel foi transformada en comprensión, unha tranquila curiosidade e un estado de graza.
|
task1261_ted_translation_pl_gl
|
NIv2
|
zs_opt
| 7
|
train
|
You will be given a definition of a task first, then some input of the task.
You are given a sentence in Polish. Your job is to translate the Polish sentence into Galician.
Nasza szkoła dostała w tamtym okresie rządowy grant, i zdobyła niesamowity komputer, maszynę o nazwie 3DZ, zostawiając tu i ówdzie podręczniki jej programowania.
Output:
|
Nesa época, a escola conseguiu unha bolsa do goberno e mercaron un computador incrible: a máquina de investigación 3DZ. Deixaron á vista os manuais de programación
|
task1261_ted_translation_pl_gl
|
NIv2
|
zs_opt
| 1
|
train
|
Instructions: You are given a sentence in Polish. Your job is to translate the Polish sentence into Galician.
Input: Najprawdopodobniej, powinniśmy je bardzo ostrożnie dostroić, by osiągnąć korzyści bez skutków negatywnych.
Output:
|
Terías que axustalo todo con moita precisión e coidado para conseguir os beneficios sen ter problemas.
|
task1261_ted_translation_pl_gl
|
NIv2
|
zs_opt
| 3
|
train
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into Galician.
Właściwie nie tak dawno temu.
|
En realidade,
|
task1261_ted_translation_pl_gl
|
NIv2
|
zs_opt
| 0
|
train
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into Galician.
[EX Q]: Spójrz na moją twarz.
[EX A]: Mira a mińa cara.
[EX Q]: Przy jasnych nocach duża ilość światła gwiazd i księżyca przenika do głębokości wody w której żyje kalmar, jako że jest to zaledwie parę stóp głębokości.
[EX A]: Nas noites claras, de luar ou estreladas esa luz pode penetrar ata a profundidade onde vive a lura, apenas un metro de auga.
[EX Q]: Teraz zatrzymujemy akcję, 30 minut, zmieniamy czas w oś pionową i otrzymujemy perspektywę tych śladów interakcji, które zostawiliśmy za sobą.
[EX A]:
|
Agora conxelamos a acción, 30 minutos, poñemos o tempo no eixo vertical, e abrimos a vista destas marcas de interacción que fomos deixando atrás.
|
task1261_ted_translation_pl_gl
|
NIv2
|
fs_opt
| 6
|
test
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into Galician.
(Muzyka) Obawiam się, że macie wrażenie, że tak naprawdę wybrałem go, bo jest stary.
(Música) Me temo que pensaredes que o escollín porque é maior.
Poza fizyką zajmuję się też innymi rzeczami.
Ben, ademais da física, estou enleado noutras cousas.
Samochód obmyślony przez NFB nie miał po prostu wozić osoby niewidomej, ale umożliwiać jej świadome, aktywne prowadzenie.
|
o que a NFB quería non era un vehículo que transportase a unha persoa cega. senón un vehículo no que un persoa cega puidese tomar decisións e conducir.
|
task1261_ted_translation_pl_gl
|
NIv2
|
fs_opt
| 0
|
validation
|
In this task, you are given an abstract of article. Your task is to generate label "True" if abstract is structured, otherwise generate "False". A structured abstract is composed of a topic sentence (or key sentence), relevant supporting sentences, and a closing (or transition) sentence. This structure is key to keeping your abstract focused on the main idea and creating a clear and concise image.
[Q]: WHAT IS KNOWN AND OBJECTIVE There is a growing body of experimental and clinical evidence for the atherogenic and pro-thrombotic potential of Lipoprotein(a) [Lp(a)], as well as for its causative role in coronary heart disease and stroke. We comment on novel strategies for reducing Lp(a) levels. COMMENT Irrespective of the underlying biological mechanisms explaining the athero-thrombotic potential of this lipoprotein, most work has focused on the identification of suitable therapies for hyperlipoproteinemia(a). These include apheresis techniques, nicotinic acid and statins. None of these strategies have been shown to be definitely effective or convenient for the patient and new strategies are being attempted. Promising results are emerging with therapeutic interventions targeting the 'inflammatory pathways' by inhibition of Interleukin-6 (IL-6) signalling with natural compounds (e.g., Ginko biloba) or the IL-6 receptor antibody Tocilizumab. These may both lower Lp(a) and cardiovascular risk of the patients. Besides inhibiting platelet function, antiplatelet therapy with aspirin may also decrease the plasma concentration of Lp(a) and modulate its influence on platelets. WHAT IS NEW AND CONCLUSION We highlight the inadequacy of current approaches for lowering Lp(a) and draw attention to novel insights that may lead to better treatment.
[A]: True
[Q]: 5-methylcytosine (5mC) in DNA plays an important role in gene expression, genomic imprinting, and suppression of transposable elements. 5mC can be converted to 5-hydroxymethylcytosine (5hmC) by the Tet (ten eleven translocation) proteins. Here, we show that, in addition to 5hmC, the Tet proteins can generate 5-formylcytosine (5fC) and 5-carboxylcytosine (5caC) from 5mC in an enzymatic activity-dependent manner. Furthermore, we reveal the presence of 5fC and 5caC in genomic DNA of mouse embryonic stem cells and mouse organs. The genomic content of 5hmC, 5fC, and 5caC can be increased or reduced through overexpression or depletion of Tet proteins. Thus, we identify two previously unknown cytosine derivatives in genomic DNA as the products of Tet proteins. Our study raises the possibility that DNA demethylation may occur through Tet-catalyzed oxidation followed by decarboxylation.
[A]: False
[Q]: BACKGROUND Orai1/CRACM1 is a principal component of the store-operated calcium channels. Store-operated calcium influx is highly correlated with inflammatory reactions, immunological regulation, and cell proliferation. Epidermal growth factor (EGF), which plays an important role in the regulation of cell proliferation, can activate store-operated calcium channels. However, the consequences of Orai1/CRACM1 overexpression in EGF-mediated lung cancer cells growth are not known.
METHODS To investigate the role of Orai1/CRACM1 in EGF-mediated lung cancer cell proliferation, Orai1/CRACM1 plasmids were transfected into cells by lipofection. A cell proliferation assay, immunofluorescence staining, flow cytometry, and real-time polymerase chain reaction were employed to monitor cell proliferation. The calcium influx signals were investigated using a fluorescent-based calcium assay.
RESULTS Transfection of Orai1/CRACM1 plasmids resulted in the inhibition of EGF-mediated cell proliferation. ERK1/2 and Akt phosphorylation were inhibited by Orai1/CRACM1 overexpression. Expression of the cell cycle modulator p21 was induced in the Orai1/CRACM1-overexpressing cells, whereas the expression of cyclin D3 was reduced. Flow cytometry revealed that overexpression of Orai1/CRACM1 resulted in G0/G1 cell cycle arrest. Importantly, Orai1/CRACM1 overexpression significantly attenuated EGF-mediated store-operated calcium influx. In addition, application of 2-APB, a store-operated calcium channel inhibitor, resulted in the inhibition of EGF-mediated cancer cell proliferation.
CONCLUSIONS We conclude that Orai1/CRACM1 overexpression attenuates store-operated Ca(2+) influx that in turn blocks EGF-mediated proliferative signaling and drives cell cycle arrest.
[A]:
|
True
|
task1589_scifact_classification
|
NIv2
|
fs_opt
| 5
|
train
|
In this task, you are given an abstract of article. Your task is to generate label "True" if abstract is structured, otherwise generate "False". A structured abstract is composed of a topic sentence (or key sentence), relevant supporting sentences, and a closing (or transition) sentence. This structure is key to keeping your abstract focused on the main idea and creating a clear and concise image.
Trypanosoma brucei, the causative agent of African sleeping sickness, is transmitted to its mammalian host by the tsetse. In the fly, the parasite's surface is covered with invariant procyclin, while in the mammal it resides extracellularly in its bloodstream form (BF) and is densely covered with highly immunogenic Variant Surface Glycoprotein (VSG). In the BF, the parasite varies this highly immunogenic surface VSG using a repertoire of ~2500 distinct VSG genes. Recent reports in mammalian systems point to a role for histone acetyl-lysine recognizing bromodomain proteins in the maintenance of stem cell fate, leading us to hypothesize that bromodomain proteins may maintain the BF cell fate in trypanosomes. Using small-molecule inhibitors and genetic mutants for individual bromodomain proteins, we performed RNA-seq experiments that revealed changes in the transcriptome similar to those seen in cells differentiating from the BF to the insect stage. This was recapitulated at the protein level by the appearance of insect-stage proteins on the cell surface. Furthermore, bromodomain inhibition disrupts two major BF-specific immune evasion mechanisms that trypanosomes harness to evade mammalian host antibody responses. First, monoallelic expression of the antigenically varied VSG is disrupted. Second, rapid internalization of antibodies bound to VSG on the surface of the trypanosome is blocked. Thus, our studies reveal a role for trypanosome bromodomain proteins in maintaining bloodstream stage identity and immune evasion. Importantly, bromodomain inhibition leads to a decrease in virulence in a mouse model of infection, establishing these proteins as potential therapeutic drug targets for trypanosomiasis. Our 1.25Å resolution crystal structure of a trypanosome bromodomain in complex with I-BET151 reveals a novel binding mode of the inhibitor, which serves as a promising starting point for rational drug design.
|
False
|
task1589_scifact_classification
|
NIv2
|
zs_opt
| 0
|
train
|
In this task, you are given an abstract of article. Your task is to generate label "True" if abstract is structured, otherwise generate "False". A structured abstract is composed of a topic sentence (or key sentence), relevant supporting sentences, and a closing (or transition) sentence. This structure is key to keeping your abstract focused on the main idea and creating a clear and concise image.
Q: To explore the structural basis of alternative splicing, we have analyzed the splicing of pre-mRNAs containing an optional exon, E4, from the preprotachykinin gene. This gene encodes substance P and related tachykinin peptides by alternative splicing of a common pre-mRNA. We have shown that alternative splicing of preprotachykinin pre-mRNA occurs by preferential skipping of optional E4. The competing mechanism that incorporates E4 into the final spliced RNA is constrained by an initial block to splicing of the immediate upstream intervening sequence (IVS), IVS3. This block is relieved by sequential splicing, in which the immediate downstream IVS4 is removed first. The structural change resulting from the first splicing event is directly responsible for activation of IVS3 splicing. This structural rearrangement replaces IVS4 sequences with E5 and its adjacent IVS5 sequences. To determine how this structural change promoted IVS3 splicing, we asked what structural change(s) would restore activity of IVS3 splicing-defective mutants. The most significant effect was observed by a 2-nucleotide substitution that converted the 5' splice site of E4 to an exact consensus match, GUAAGU. Exon 5 sequences alone were found not to promote splicing when present in one or multiple copies. However, when a 15-nucleotide segment of IVS5 containing GUAAGU was inserted into a splicing-defective mutant just downstream of the hybrid exon segment E4E5, splicing activity was recovered. Curiously, the 72-nucleotide L2 exon of adenovirus, without its associated 5' splice site, activates splicing when juxtaposed to E4. Models for the activation of splicing by an RNA structural change are discussed.
A:
|
False
|
task1589_scifact_classification
|
NIv2
|
zs_opt
| 4
|
train
|
In this task, you are given an abstract of article. Your task is to generate label "True" if abstract is structured, otherwise generate "False". A structured abstract is composed of a topic sentence (or key sentence), relevant supporting sentences, and a closing (or transition) sentence. This structure is key to keeping your abstract focused on the main idea and creating a clear and concise image.
Age-related changes in the niche have long been postulated to impair the function of somatic stem cells. Here we demonstrate that the aged stem cell niche in skeletal muscle contains substantially reduced levels of fibronectin (FN), leading to detrimental consequences for the function and maintenance of muscle stem cells (MuSCs). Deletion of the gene encoding FN from young regenerating muscles replicates the aging phenotype and leads to a loss of MuSC numbers. By using an extracellular matrix (ECM) library screen and pathway profiling, we characterize FN as a preferred adhesion substrate for MuSCs and demonstrate that integrin-mediated signaling through focal adhesion kinase and the p38 mitogen-activated protein kinase pathway is strongly de-regulated in MuSCs from aged mice because of insufficient attachment to the niche. Reconstitution of FN levels in the aged niche remobilizes stem cells and restores youth-like muscle regeneration. Taken together, we identify the loss of stem cell adhesion to FN in the niche ECM as a previously unknown aging mechanism.
False
Lung Krüppel-like factor (LKLF/KLF2) is an endothelial transcription factor that is crucially involved in murine vasculogenesis and is specifically regulated by flow in vitro. We now show a relation to local flow variations in the adult human vasculature: decreased LKLF expression was noted at the aorta bifurcations to the iliac and carotid arteries, coinciding with neointima formation. The direct involvement of shear stress in the in vivo expression of LKLF was determined independently by in situ hybridization and laser microbeam microdissection/reverse transcriptase-polymerase chain reaction in a murine carotid artery collar model, in which a 4- to 30-fold induction of LKLF occurred at the high-shear sites. Dissection of the biomechanics of LKLF regulation in vitro demonstrated that steady flow and pulsatile flow induced basal LKLF expression 15- and 36-fold at shear stresses greater than approximately 5 dyne/cm2, whereas cyclic stretch had no effect. Prolonged LKLF induction in the absence of flow changed the expression of angiotensin-converting enzyme, endothelin-1, adrenomedullin, and endothelial nitric oxide synthase to levels similar to those observed under prolonged flow. LKLF repression by siRNA suppressed the flow response of endothelin-1, adrenomedullin, and endothelial nitric oxide synthase (P < 0.05). Thus, we demonstrate that endothelial LKLF is regulated by flow in vivo and is a transcriptional regulator of several endothelial genes that control vascular tone in response to flow.
False
DNA replication is precisely regulated in time and space, thereby safeguarding genomic integrity. In eukaryotes, replication initiates from multiple sites along the genome, termed origins of replication, and propagates bidirectionally. Dynamic origin bound complexes dictate where and when replication should initiate. During late mitosis and G1 phase, putative origins are recognized and become "licensed" through the assembly of pre-replicative complexes (pre-RCs) that include the MCM2-7 helicases. Subsequently, at the G1/S phase transition, a fraction of pre-RCs are activated giving rise to the establishment of replication forks. Origin location is influenced by chromatin and nuclear organization and origin selection exhibits stochastic features. The regulatory mechanisms that govern these cell cycle events rely on the periodic fluctuation of cyclin dependent kinase (CDK) activity through the cell cycle.
|
False
|
task1589_scifact_classification
|
NIv2
|
fs_opt
| 0
|
train
|
Given the task definition and input, reply with output. In this task, you are given an abstract of article. Your task is to generate label "True" if abstract is structured, otherwise generate "False". A structured abstract is composed of a topic sentence (or key sentence), relevant supporting sentences, and a closing (or transition) sentence. This structure is key to keeping your abstract focused on the main idea and creating a clear and concise image.
OBJECTIVES To assess incidence and preventability of adverse drug events (ADEs) and potential ADEs. To analyze preventable events to develop prevention strategies.
DESIGN Prospective cohort study.
PARTICIPANTS All 4031 adult admissions to a stratified random sample of 11 medical and surgical units in two tertiary care hospitals over a 6-month period. Units included two medical and three surgical intensive care units and four medical and two surgical general care units.
MAIN OUTCOME MEASURES Adverse drug events and potential ADEs.
METHODS Incidents were detected by stimulated self-report by nurses and pharmacists and by daily review of all charts by nurse investigators. Incidents were subsequently classified by two independent reviewers as to whether they represented ADEs or potential ADEs and as to severity and preventability.
RESULTS Over 6 months, 247 ADEs and 194 potential ADEs were identified. Extrapolated event rates were 6.5 ADEs and 5.5 potential ADEs per 100 nonobstetrical admissions, for mean numbers per hospital per year of approximately 1900 ADEs and 1600 potential ADEs. Of all ADEs, 1% were fatal (none preventable), 12% life-threatening, 30% serious, and 57% significant. Twenty-eight percent were judged preventable. Of the life-threatening and serious ADEs, 42% were preventable, compared with 18% of significant ADEs. Errors resulting in preventable ADEs occurred most often at the stages of ordering (56%) and administration (34%); transcription (6%) and dispensing errors (4%) were less common. Errors were much more likely to be intercepted if the error occurred earlier in the process: 48% at the ordering stage vs 0% at the administration stage.
CONCLUSION Adverse drug events were common and often preventable; serious ADEs were more likely to be preventable. Most resulted from errors at the ordering stage, but many also occurred at the administration stage. Prevention strategies should target both stages of the drug delivery process.
|
True
|
task1589_scifact_classification
|
NIv2
|
zs_opt
| 5
|
train
|
In this task, you are given an abstract of article. Your task is to generate label "True" if abstract is structured, otherwise generate "False". A structured abstract is composed of a topic sentence (or key sentence), relevant supporting sentences, and a closing (or transition) sentence. This structure is key to keeping your abstract focused on the main idea and creating a clear and concise image.
Ex Input:
CONTEXT Cross-sectional epidemiological studies have found that patients with type 2 diabetes mellitus (T2DM) have a higher incidence of certain fragility fractures despite normal or elevated bone mineral density (BMD).
OBJECTIVE In this study, high-resolution peripheral quantitative computed tomography was applied to characterize cortical and trabecular microarchitecture and biomechanics in the peripheral skeleton of female patients with T2DM.
DESIGN AND SETTING A cross-sectional study was conducted in patients with T2DM recruited from a diabetic outpatient clinic.
PARTICIPANTS Elderly female patients (age, 62.9 ± 7.7 yr) with a history of T2DM (n = 19) and age- and height-matched controls (n = 19) were recruited.
OUTCOME MEASURES Subjects were imaged using high-resolution peripheral quantitative computed tomography at the distal radius and tibia. Quantitative measures of volumetric (BMD), cross-sectional geometry, trabecular and cortical microarchitecture were calculated. Additionally, compressive mechanical properties were determined by micro-finite element analysis.
RESULTS Compared to the controls, the T2DM cohort had 10% higher trabecular volumetric BMD (P < 0.05) adjacent to the cortex and higher trabecular thickness in the tibia (13.8%; P < 0.05). Cortical porosity differences alone were consistent with impaired bone strength and were significant in the radius (>+50%; P < 0.05), whereas pore volume approached significance in the tibia (+118%; P = 0.1).
CONCLUSION The results of this pilot investigation provide a potential explanation for the inability of standard BMD measures to explain the elevated fracture incidence in patients with T2DM. The findings suggest that T2DM may be associated with impaired resistance to bending loads due to inefficient redistribution of bone mass, characterized by loss of intracortical bone offset by an elevation in trabecular bone density.
Ex Output:
True
Ex Input:
OBJECTIVE To investigate the long term effect of radioactive iodine on thyroid function and size in patients with non-toxic multinodular goitre.
DESIGN Consecutive patients with multinodular non-toxic goitre selected for radioactive iodine treatment and followed for a minimum of 12 months (median 48 months) after an intended dose of 3.7 MBq/g thyroid tissue corrected to a 100% uptake of iodine-131 in 24 hours.
PATIENTS 69 patients with a growing multinodular non-toxic goitre causing local compression symptoms or cosmetic inconveniences. The treatment was chosen because of a high operative risk, previous thyroidectomy, or refusal to be operated on.
MAIN OUTCOME MEASUREMENTS Standard thyroid function variables and ultrasonically determined thyroid volume before treatment as well as 1, 2, 3, 6, and 12 months after treatment and then once a year.
RESULTS 56 patients were treated with a single dose of 131I, 12 with two doses, and one with four doses. In 45 patients treated with one dose and remaining euthyroid the median thyroid volume was reduced from 73 (interquartile range 50-106) ml to 29 (23-48) ml at 24 months in the 39 patients in whom this was measured during follow up. The median reduction was 40 (22-48) ml (60% reduction, p < 0.0001), half of which occurred within three months. Patients treated with two doses as well as those developing hypothyroidism and hyperthyroidism had a significant reduction in thyroid volume. Eleven patients developed hypothyroidism (cumulative five year risk 22%, 95% confidence interval 4.8% to 38.4%). Side effects were few: three cases of hyperthyroidism and two cases of radiation thyroiditis. Only one patient was dissatisfied with the result; she was referred for operation six months after treatment.
CONCLUSIONS A substantial reduction in thyroid volume accompanied by a low incidence of hypothyroidism and few side effects makes the use of radioactive iodine an attractive alternative to surgery in selected cases of non-toxic multinodular goitre.
Ex Output:
True
Ex Input:
Transcription regulation in higher eukaryotes is controlled by regulatory elements such as enhancers that are recognized by transcription factors. In many cases regulatory elements can be located at distances up to several megabases from their target genes. Recent evidence shows that long-range control of gene expression can be mediated through direct physical interactions between genes and these regulatory elements. Such looping interactions can be detected using the chromosome conformation capture (3C) methodology. Although 3C is experimentally straightforward, to draw meaningful conclusions one must carefully design 3C experiments and implement the conscientious use of controls. The general guidelines presented here should help experimental design and minimize misinterpretation of 3C experiments.
Ex Output:
|
False
|
task1589_scifact_classification
|
NIv2
|
fs_opt
| 1
|
train
|
In this task, you are given an abstract of article. Your task is to generate label "True" if abstract is structured, otherwise generate "False". A structured abstract is composed of a topic sentence (or key sentence), relevant supporting sentences, and a closing (or transition) sentence. This structure is key to keeping your abstract focused on the main idea and creating a clear and concise image.
Q: In this protocol, we describe how to isolate keratinocytes from adult mouse epidermis, fractionate them into different sub-populations on the basis of cell surface markers and examine their function in an in vivo skin reconstitution assay with disaggregated neonatal dermal cells. We also describe how the isolated keratinocytes can be subjected to clonal analysis in vitro and in vivo and how to enrich for hair follicle-inducing dermal papilla cells in the dermal preparation. Using these approaches, it is possible to compare the capacity of different populations of adult epidermal stem cells to proliferate and to generate progeny that differentiate along the different epidermal lineages. Isolating, fractionating and grafting cells for the skin reconstitution assay is normally spread over 2 d. Clonal growth in culture is assessed after 14 d, while evaluation of the grafts is carried out after 4–5 weeks.
A:
|
False
|
task1589_scifact_classification
|
NIv2
|
zs_opt
| 4
|
train
|
TASK DEFINITION: In this task, you are given an abstract of article. Your task is to generate label "True" if abstract is structured, otherwise generate "False". A structured abstract is composed of a topic sentence (or key sentence), relevant supporting sentences, and a closing (or transition) sentence. This structure is key to keeping your abstract focused on the main idea and creating a clear and concise image.
PROBLEM: Myelin-directed autoimmunity is considered to play a key role in the pathogenesis of multiple sclerosis (MS). Increased production of both pro- and anti-inflammatory cytokines is a common finding in MS. Interleukin-17 (IL-17) is a recently described cytokine produced in humans almost exclusively by activated memory T cells, which can induce the production of proinflammatory cytokines and chemokines from parenchymal cells and macrophages. In situ hybridisation with synthetic oligonucleotide probes was adopted to detect and enumerate IL-17 mRNA expressing mononuclear cells (MNC) in blood and cerebrospinal fluid (CSF) from patients with MS and control individuals. Numbers of IL-17 mRNA expressing blood MNC were higher in patients with MS and acute aseptic meningoencephalitis (AM) compared to healthy individuals. Higher numbers of IL-17 mRNA expressing blood MNC were detected in MS patients examined during clinical exacerbation compared to remission. Patients with MS had higher numbers of IL-17 mRNA expressing MNC in CSF compared to blood. This increase in numbers of IL-17 mRNA expressing MNC in CSF was not observed in patients with AM. Our results thus demonstrate increased numbers of IL-17 mRNA expressing MNC in MS with higher numbers in CSF than blood, and with the highest numbers in blood during clinical exacerbations.
SOLUTION: False
PROBLEM: CONTEXT Although preterm delivery is a well-established risk factor for cerebral palsy (CP), preterm deliveries contribute only a minority of affected infants. There is little information on the relation of CP risk to gestational age in the term range, where most CP occurs.
OBJECTIVE To determine whether timing of birth in the term and postterm period is associated with risk of CP.
DESIGN, SETTING, AND PARTICIPANTS Population-based follow-up study using the Medical Birth Registry of Norway to identify 1,682,441 singleton children born in the years 1967-2001 with a gestational age of 37 through 44 weeks and no congenital anomalies. The cohort was followed up through 2005 by linkage to other national registries.
MAIN OUTCOME MEASURES Absolute and relative risk of CP for children surviving to at least 4 years of age.
RESULTS Of the cohort of term and postterm children, 1938 were registered with CP in the National Insurance Scheme. Infants born at 40 weeks had the lowest risk of CP, with a prevalence of 0.99/1000 (95% confidence interval [CI], 0.90-1.08). Risk for CP was higher with earlier or later delivery, with a prevalence at 37 weeks of 1.91/1000 (95% CI, 1.58-2.25) and a relative risk (RR) of 1.9 (95% CI, 1.6-2.4), a prevalence at 38 weeks of 1.25/1000 (95% CI, 1.07-1.42) and an RR of 1.3 (95% CI, 1.1-1.6), a prevalence at 42 weeks of 1.36/1000 (95% CI, 1.19-1.53) and an RR of 1.4 (95% CI, 1.2-1.6), and a prevalence after 42 weeks of 1.44 (95% CI, 1.15-1.72) and an RR of 1.4 (95% CI, 1.1-1.8). These associations were even stronger in a subset with gestational age based on ultrasound measurements: at 37 weeks the prevalence was 1.17/1000 (95% CI, 0.30-2.04) and the relative risk was 3.7 (95% CI, 1.5-9.1). At 42 weeks the prevalence was 0.85/1000 (95% CI, 0.33-1.38) and the relative risk was 2.4 (95% CI, 1.1-5.3). Adjustment for infant sex, maternal age, and various socioeconomic measures had little effect.
CONCLUSION Compared with delivery at 40 weeks' gestation, delivery at 37 or 38 weeks or at 42 weeks or later was associated with an increased risk of CP.
SOLUTION: True
PROBLEM: Nitrite (NO(2)(-)), previously viewed as a physiologically inert metabolite and biomarker of the endogenous vasodilator NO, was recently identified as an important biological NO reservoir in vasculature and tissues, where it contributes to hypoxic signaling, vasodilation, and cytoprotection after ischemia-reperfusion injury. Reduction of nitrite to NO may occur enzymatically at low pH and oxygen tension by deoxyhemoglobin, deoxymyoglobin, xanthine oxidase, mitochondrial complexes, or NO synthase (NOS). We show that nitrite treatment, in sharp contrast with the worsening effect of NOS inhibition, significantly attenuates hypothermia, mitochondrial damage, oxidative stress and dysfunction, tissue infarction, and mortality in a mouse shock model induced by a lethal tumor necrosis factor challenge. Mechanistically, nitrite-dependent protection was not associated with inhibition of mitochondrial complex I activity, as previously demonstrated for ischemia-reperfusion, but was largely abolished in mice deficient for the soluble guanylate cyclase (sGC) alpha1 subunit, one of the principal intracellular NO receptors and signal transducers in the cardiovasculature. Nitrite could also provide protection against toxicity induced by Gram-negative lipopolysaccharide, although higher doses were required. In conclusion, we show that nitrite can protect against toxicity in shock via sGC-dependent signaling, which may include hypoxic vasodilation necessary to maintain microcirculation and organ function, and cardioprotection.
SOLUTION:
|
False
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task1589_scifact_classification
|
NIv2
|
fs_opt
| 8
|
train
|
In this task, you are given an abstract of article. Your task is to generate label "True" if abstract is structured, otherwise generate "False". A structured abstract is composed of a topic sentence (or key sentence), relevant supporting sentences, and a closing (or transition) sentence. This structure is key to keeping your abstract focused on the main idea and creating a clear and concise image.
Let me give you an example: RanBP type proteins have been reported to increase the catalytic efficiency of the RanGAP-mediated GTPase reaction on Ran. Since the structure of the Ran-RanBP1-RanGAP complex showed RanBP1 to be located away from the active site, we reinvestigated the reaction using fluorescence spectroscopy under pre-steady-state conditions. We can show that RanBP1 indeed does not influence the rate-limiting step of the reaction, which is the cleavage of GTP and/or the release of product P(i). It does, however, influence the dynamics of the Ran-RanGAP interaction, its most dramatic effect being the 20-fold stimulation of the already very fast association reaction such that it is under diffusion control (4.5 x 10(8) M(-1) s(-1)). Having established a valuable kinetic system for the interaction analysis, we also found, in contrast to previous findings, that the highly conserved acidic C-terminal end of RanGAP is not required for the switch-off reaction. Rather, genetic experiments in Saccharomyces cerevisiae demonstrate a profound effect of the acidic tail on microtubule organization during mitosis. We propose that the acidic tail of RanGAP is required for a process during mitosis.
The answer to this example can be: False
Here is why: Output is appropriate for the given abstract because it is not structured.
OK. solve this:
BACKGROUND In patients with Ovarian Cancer (OvCa) exosomes released by tumor cells are present in the plasma and could be involved in tumor progression. This study examines the association between the exosome presence/protein content in plasma of OvCa patients and disease outcome, response to standard therapy and/or tumorresistance to therapies in patients studied at diagnosis and also serially during and after therapy.
DESIGN AND METHODS Exosomes were purified from OvCa patients' plasma (n=22), patients with benign tumors (n=10) or (n=10) healthy controls (NC) using ultracentrifugation. Exosomes were visualized by scanning electron microscopy. Their protein content was measured. The presence of MAGE 3/6 and TGF-β1 in exosomes was evaluated in Western blots.
RESULTS The OvCa patients' plasma contained higher levels of exosomal proteins (p<0.05) compared to those isolated from plasma of patients with benign tumors or NC. Exosomes isolated from OvCa patients's plasma carried TGF-β1 and MAGE3/6, which distinguished OvCa patients from those with benign tumors and NC. High protein levels of exosomes were seen in newly diagnosed patients; however in advanced stages of OvCa patients the protein content of isolated exosomes was significantly higher than that of early stages. The exosome levels variably changed during/after chemotherapy, and correlations between the changes in exosomal protein levels and clinical data suggested that the protein content of exosomes might be useful in predicting responses to therapy and prognosis in OvCa patients.
CONCLUSION Analysis of plasma exosomes levels offers a novel approach to diagnosis and monitoring response to therapies in OvCa patients.
Answer:
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True
|
task1589_scifact_classification
|
NIv2
|
fs_opt
| 8
|
test
|
Teacher:In this task, you are given an abstract of article. Your task is to generate label "True" if abstract is structured, otherwise generate "False". A structured abstract is composed of a topic sentence (or key sentence), relevant supporting sentences, and a closing (or transition) sentence. This structure is key to keeping your abstract focused on the main idea and creating a clear and concise image.
Teacher: Now, understand the problem? Solve this instance: BACKGROUND Interferon alfa is widely used for metastatic renal-cell carcinoma but has limited efficacy and tolerability. Temsirolimus, a specific inhibitor of the mammalian target of rapamycin kinase, may benefit patients with this disease.
METHODS In this multicenter, phase 3 trial, we randomly assigned 626 patients with previously untreated, poor-prognosis metastatic renal-cell carcinoma to receive 25 mg of intravenous temsirolimus weekly, 3 million U of interferon alfa (with an increase to 18 million U) subcutaneously three times weekly, or combination therapy with 15 mg of temsirolimus weekly plus 6 million U of interferon alfa three times weekly. The primary end point was overall survival in comparisons of the temsirolimus group and the combination-therapy group with the interferon group.
RESULTS Patients who received temsirolimus alone had longer overall survival (hazard ratio for death, 0.73; 95% confidence interval [CI], 0.58 to 0.92; P=0.008) and progression-free survival (P<0.001) than did patients who received interferon alone. Overall survival in the combination-therapy group did not differ significantly from that in the interferon group (hazard ratio, 0.96; 95% CI, 0.76 to 1.20; P=0.70). Median overall survival times in the interferon group, the temsirolimus group, and the combination-therapy group were 7.3, 10.9, and 8.4 months, respectively. Rash, peripheral edema, hyperglycemia, and hyperlipidemia were more common in the temsirolimus group, whereas asthenia was more common in the interferon group. There were fewer patients with serious adverse events in the temsirolimus group than in the interferon group (P=0.02).
CONCLUSIONS As compared with interferon alfa, temsirolimus improved overall survival among patients with metastatic renal-cell carcinoma and a poor prognosis. The addition of temsirolimus to interferon did not improve survival. (ClinicalTrials.gov number, NCT00065468 [ClinicalTrials.gov].).
Student:
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True
|
task1589_scifact_classification
|
NIv2
|
zs_opt
| 6
|
validation
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
In this task, you will be presented with a question having multiple possible answers in Japanese language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
Question: トム少佐は武器の保存を望んでいた 彼らが危険であるのと同様に 彼は将来的には何ができるのかを 感じていました
Options: (A) 街路 (B) 使う (C) 滅ぼす (D) 腐る (E) 浪費
Solution: B
Why? One preserves something mainly if he/she thinks that it might be useful in the future. Hence, the predicted answer is correct.
New input: Question: 複数のスタジアムがある可能性が高い場所はどこ？
Options: A カレッジタウン B しゅえん C だいとし D ギリシャ E ローマ
Solution:
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C
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task1145_xcsr_jap_commonsense_mc_classification
|
NIv2
|
fs_opt
| 0
|
train
|
In this task, you will be presented with a question having multiple possible answers in Japanese language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
Ex Input:
Question: 彼は夕食を作ると言っていたが、その前に何をする必要があったのか？
Options: A お腹が空いた B 台所を買う C 食い物を買う D 食う E 食料品を買う
Ex Output:
E
Ex Input:
Question: 男は、これを行うことができることは、彼は明らかに彼が何をしなければならないことを意味していた、cogitatingについてcogitateを始めた？
Options: A 強迫観念的 B 気違い C 歩き回る D 腰を落ち着ける E のうがある
Ex Output:
E
Ex Input:
Question: 本国にいないときは、あなたは？
Options: A テント B うちゅう C 外国人 D しごと E 外
Ex Output:
|
C
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task1145_xcsr_jap_commonsense_mc_classification
|
NIv2
|
fs_opt
| 1
|
train
|
In this task, you will be presented with a question having multiple possible answers in Japanese language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
[Q]: Question: ビリーは長期休暇を取るつもりでしたが、その前に食事をしていました。 彼はどこで食事をしたのでしょうか？
Options: A スペースシャトル B スーパーマーケット C ディズニーランド D 友家 E ガソリンスタンド
[A]: D
[Q]: Question: 猫はジェームズを放っておかないから 迷惑だったのよ 彼が仕事のために鍵をかけると、猫はどこに入っていくのでしょうか？
Options: A 電子レンジ B ミートローフ C 外 D 裏庭 E 寝室
[A]: E
[Q]: Question: タバコを吸うなら何が必要？
Options: A たばこ B 身を切る C ロールジョイント D バカじゃないの E 軽い液体。
[A]:
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A
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task1145_xcsr_jap_commonsense_mc_classification
|
NIv2
|
fs_opt
| 5
|
train
|
In this task, you will be presented with a question having multiple possible answers in Japanese language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
Input: Consider Input: Question: 自分が他人にコミュニケーションをとるようになったら、どんな反応が返ってくるのか？
Options: A エンゲージメント B 考える人 C 意見交換 D ぶんさんじょうほう E 知の共有
Output: B
Input: Consider Input: Question: マイクブームはどこでアルバムの録音に使われる可能性が高いのか？
Options: A ラジオ局 B レコーディングスタジオ C コンサート D テレビスタジオ E ニューヨーク
Output: B
Input: Consider Input: Question: ダニーは 食べ物を食べるのが好きだった でも 食べ物は 彼を愛してはいない 彼が好きなものを食べると よく何を発症しますか？
Options: A お腹が空いていない B ガス C 消化 D 体重増加 E 白内障
|
Output: B
|
task1145_xcsr_jap_commonsense_mc_classification
|
NIv2
|
fs_opt
| 2
|
train
|
In this task, you will be presented with a question having multiple possible answers in Japanese 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: 友達に会うとき、最初は一般的に何をしますか？
Options: A 握手 B 抱きしめる C 笑みを浮かべる D 珈琲を飲む E 挨拶をする
Example Output: E
Example Input: Question: 茶室の発祥の可能性が高いのはどこ？
Options: A 食堂 B アジア諸国 C ロンドン D 建て物 E イギリス
Example Output: E
Example Input: Question: ミツバチはどこで旅をしているのか？
Options: A お花畑の中 B 空 C はなばたけ D 果樹園 E 合衆国
Example Output:
|
B
|
task1145_xcsr_jap_commonsense_mc_classification
|
NIv2
|
fs_opt
| 3
|
train
|
Detailed Instructions: In this task, you will be presented with a question having multiple possible answers in Japanese language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
Q: Question: 光が見えない場所は？
Options: A 屋根裏 B 冷蔵室 C ひなた D 机 E 宇宙
A:
|
A
|
task1145_xcsr_jap_commonsense_mc_classification
|
NIv2
|
zs_opt
| 9
|
train
|
You will be given a definition of a task first, then some input of the task.
In this task, you will be presented with a question having multiple possible answers in Japanese language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
Question: カーリングアイロンを使うのに最適な場所は？
Options: A 引き出し B 浴室 C 寝室 D 使う E 女部屋
Output:
|
B
|
task1145_xcsr_jap_commonsense_mc_classification
|
NIv2
|
zs_opt
| 1
|
train
|
Teacher:In this task, you will be presented with a question having multiple possible answers in Japanese 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: ダニーは封印された何の中から古いフィルムを見つけた。
Options: A キャビネット B ディズニーランド C 洞穴 D クリンフィルム E 映画
Student:
|
A
|
task1145_xcsr_jap_commonsense_mc_classification
|
NIv2
|
zs_opt
| 6
|
train
|
In this task, you will be presented with a question having multiple possible answers in Japanese language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
[EX Q]: Question: 管理人は講堂の垂木に高く登らなければならなかった、彼はステージの何を交換していた？
Options: A 灯り B シアター C 大学構内 D 監督 E 高等学校
[EX A]: A
[EX Q]: Question: 男性はロビーで道を尋ねていましたが、誰に話しかけるべきでしょうか？
Options: A 大棟 B てんじつ C オフィスビル D 事業計画書 E レセプション
[EX A]: E
[EX Q]: Question: 舵は何の動力レジャー船の操舵制御ですか？
Options: A タグボート B 南チロル C モーターボート D 拘留所 E 帆船
[EX A]:
|
C
|
task1145_xcsr_jap_commonsense_mc_classification
|
NIv2
|
fs_opt
| 6
|
test
|
In this task, you will be presented with a question having multiple possible answers in Japanese language. And you should choose a most suitable option out of "A", "B", "C", "D", and "E" based on your commonsense knowledge.
Ex Input:
Question: 接客上手になるために必要なサーバーとは？
Options: A しょうぎょうてき B 礼儀正しい C 儲ける D 運転免許証 E 笑みを浮かべる
Ex Output:
B
Ex Input:
Question: 何が家を買う能力を阻むのか？
Options: A 損をする B 賄う C 落着く D お買い得 E 程遠い
Ex Output:
A
Ex Input:
Question: 年老いたロックスターがついにギターをやめざるを得なくなった、彼の手は何のために協力してくれなかったのか？
Options: A 関節炎 B 歌 C 拝聴 D せいおん E 奏楽
Ex Output:
|
A
|
task1145_xcsr_jap_commonsense_mc_classification
|
NIv2
|
fs_opt
| 1
|
validation
|
Detailed Instructions: In this task, you will be given a passage consisting of set of facts. The task is to create a question of form 'Where is <person_name>?' that is answerable from exactly one of the given facts. Avoid creating questions that are unanswerable from all of the facts.
Q: Passage: Sandra moved to the hallway. John moved to the hallway. John journeyed to the bathroom. Daniel went back to the bedroom. Mary travelled to the bedroom. Mary journeyed to the garden. John travelled to the bedroom. Sandra journeyed to the garden.
A:
|
Where is Mary?
|
task082_babi_t1_single_supporting_fact_question_generation
|
NIv2
|
zs_opt
| 9
|
train
|
In this task, you will be given a passage consisting of set of facts. The task is to create a question of form 'Where is <person_name>?' that is answerable from exactly one of the given facts. Avoid creating questions that are unanswerable from all of the facts.
One example: Passage: Mary moved to the bathroom. John went to the hallway.
Solution is here: Where is Mary?
Explanation: 'Mary moved to the bathroom.' is a supporting fact from which we can create a question 'Where is Mary?'
Now, solve this: Passage: Daniel went back to the hallway. Mary travelled to the kitchen. John went back to the office. John journeyed to the bathroom. John travelled to the kitchen. John went to the bedroom.
Solution:
|
Where is Mary?
|
task082_babi_t1_single_supporting_fact_question_generation
|
NIv2
|
fs_opt
| 6
|
train
|
In this task, you will be given a passage consisting of set of facts. The task is to create a question of form 'Where is <person_name>?' that is answerable from exactly one of the given facts. Avoid creating questions that are unanswerable from all of the facts.
Example: Passage: Mary moved to the bathroom. John went to the hallway.
Example solution: Where is Mary?
Example explanation: 'Mary moved to the bathroom.' is a supporting fact from which we can create a question 'Where is Mary?'
Problem: Passage: John journeyed to the kitchen. John journeyed to the garden. Mary went back to the bathroom. Mary moved to the garden. Daniel travelled to the bedroom. John moved to the kitchen. John journeyed to the hallway. Mary went back to the bathroom.
|
Solution: Where is Mary?
|
task082_babi_t1_single_supporting_fact_question_generation
|
NIv2
|
fs_opt
| 5
|
train
|
Detailed Instructions: In this task, you will be given a passage consisting of set of facts. The task is to create a question of form 'Where is <person_name>?' that is answerable from exactly one of the given facts. Avoid creating questions that are unanswerable from all of the facts.
Problem:Passage: Daniel journeyed to the bedroom. John went to the kitchen.
Solution:
|
Where is John?
|
task082_babi_t1_single_supporting_fact_question_generation
|
NIv2
|
zs_opt
| 8
|
train
|
In this task, you will be given a passage consisting of set of facts. The task is to create a question of form 'Where is <person_name>?' that is answerable from exactly one of the given facts. Avoid creating questions that are unanswerable from all of the facts.
Example Input: Passage: Sandra travelled to the bathroom. Mary travelled to the office. Sandra travelled to the hallway. Mary moved to the bathroom.
Example Output: Where is Mary?
Example Input: Passage: Mary moved to the garden. Daniel journeyed to the bathroom. John travelled to the kitchen. John went back to the bedroom. John moved to the office. Daniel went back to the garden.
Example Output: Where is Mary?
Example Input: Passage: Sandra journeyed to the office. John moved to the bathroom. Daniel moved to the hallway. John moved to the hallway.
Example Output:
|
Where is John?
|
task082_babi_t1_single_supporting_fact_question_generation
|
NIv2
|
fs_opt
| 3
|
train
|
Instructions: In this task, you will be given a passage consisting of set of facts. The task is to create a question of form 'Where is <person_name>?' that is answerable from exactly one of the given facts. Avoid creating questions that are unanswerable from all of the facts.
Input: Passage: Mary journeyed to the hallway. Sandra went to the garden.
Output:
|
Where is Mary?
|
task082_babi_t1_single_supporting_fact_question_generation
|
NIv2
|
zs_opt
| 3
|
train
|
Definition: In this task, you will be given a passage consisting of set of facts. The task is to create a question of form 'Where is <person_name>?' that is answerable from exactly one of the given facts. Avoid creating questions that are unanswerable from all of the facts.
Input: Passage: Sandra travelled to the hallway. John journeyed to the bathroom. John went to the garden. John went to the kitchen. Mary journeyed to the garden. John journeyed to the hallway.
Output:
|
Where is Mary?
|
task082_babi_t1_single_supporting_fact_question_generation
|
NIv2
|
zs_opt
| 2
|
train
|
Detailed Instructions: In this task, you will be given a passage consisting of set of facts. The task is to create a question of form 'Where is <person_name>?' that is answerable from exactly one of the given facts. Avoid creating questions that are unanswerable from all of the facts.
Q: Passage: Mary travelled to the garden. Daniel went to the garden. Mary journeyed to the kitchen. Mary went back to the hallway.
A:
|
Where is Mary?
|
task082_babi_t1_single_supporting_fact_question_generation
|
NIv2
|
zs_opt
| 9
|
train
|
Given the task definition and input, reply with output. In this task, you will be given a passage consisting of set of facts. The task is to create a question of form 'Where is <person_name>?' that is answerable from exactly one of the given facts. Avoid creating questions that are unanswerable from all of the facts.
Passage: John journeyed to the bedroom. Mary went to the office. John moved to the office. Mary went to the hallway. Sandra travelled to the office. John travelled to the bedroom. Daniel travelled to the kitchen. Mary went to the kitchen. John travelled to the kitchen. Sandra journeyed to the bedroom.
|
Where is Mary?
|
task082_babi_t1_single_supporting_fact_question_generation
|
NIv2
|
zs_opt
| 5
|
test
|
Detailed Instructions: In this task, you will be given a passage consisting of set of facts. The task is to create a question of form 'Where is <person_name>?' that is answerable from exactly one of the given facts. Avoid creating questions that are unanswerable from all of the facts.
Q: Passage: Daniel journeyed to the office. Mary went back to the garden. Daniel went back to the garden. John moved to the hallway. John travelled to the bathroom. Mary moved to the kitchen.
A:
|
Where is Mary?
|
task082_babi_t1_single_supporting_fact_question_generation
|
NIv2
|
zs_opt
| 9
|
validation
|
In this task, you are given a context and four options. Each option is a suggested ending for the context. You should read the context and pick the best ending for the context. Please answer with "A", "B", "C", and "D".
[EX Q]: The man in red shirt is walking in the water pulling the group of tubes. The man stopped walking and talked to the man lying on the tube. the people <sep> (A) gathered small flowers to plant. (B) are picking the man up off of the tubes and then stopped to talk to the man sitting beside the tube. (C) put on their shoes and stood up from their tubes. (D) all stand and then get off the water and those people walk down a dirt path to the water.
[EX A]: C
[EX Q]: He heats up some cream and chops up the porcini mushrooms to add to the cream with some seasonings. He adds some cooked pasta into the porcini sauce with some reserved pasta liquid. he <sep> (A) adds salt to the sauce and adds some corn syrup. (B) applies seasonings to the pasta as well as adds some french dressing and easily cooks. (C) serves up the dish on a plate and tastes it. (D) completes the salad with other ingredients and this time stirs them by adding salt and a little bit of garlic on the side of the pasta.
[EX A]: C
[EX Q]: [header] How to start a hair care routine [title] Know your hair type. [step] Every person has different hair, and it often needs to be treated and taken care of in different ways. Learn what type of hair you have in order to take care of it in the best way possible. <sep> (A) [substeps] Hair types: curly and crunchy, long and curly-style, and fragile, naturally fragile--both whether they're dry or clean. Curly hair: hair that's clean and flyaway, rarely frizzy, seemingly tiny, and tends to curl and fall out almost immediately. (B) [substeps] Dense, curly hair needs to be conditioned like shampoo and conditioner. Fragile hair needs a roller cut or gel (for dry hair) and a chignon; dense, thick hair needs a chignon; extra thick hair needs a club. (C) [substeps] Hair types are generally light and thick, with varying degrees of thickness. Darker hair generally has coarse ends, while lighter hair tends thicker. (D) Go a few days with natural hair, not using any products, and observe what your hair tendencies are. You may discover that your hair is : [substeps] Oily dry normal wavy straight curly thick fine once you have figured out your hair type, always treat your hair in accordance with that.
[EX A]:
|
D
|
task1389_hellaswag_completion
|
NIv2
|
fs_opt
| 6
|
train
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
In this task, you are given a context and four options. Each option is a suggested ending for the context. You should read the context and pick the best ending for the context. Please answer with "A", "B", "C", and "D".
[header] How to create a christmas tree forest [title] Consider the type of tree you want to plant. [step] There are a wide variety of christmas trees and include fir, pine, spruce, cypress, and cedar. These trees thrive in different climates and look different from one another. <sep> (A) It is important to research the tree before setting up your tree to try it out to make sure you can write the tree's growing season so that you can get the most supplies you need. If you're just interested in having a tree stand out, then make sure to check for the following : [substeps] Spruce trees. (B) [substeps] Trees green may be used in a mix of green and evergreen. Greens, such as pintos and olive oil, may be more delicate than these. (C) Where the trees grow together is up to you. [substeps] Spruce trees light up the night for hours in the morning and drown out the morning sunrise between afternoons. (D) Think about where your tree forest will be located and choose a tree that can thrive in that climate. [substeps] Balsam firs are a popular christmas tree species that grow in the northern united states and canada, in hardiness zones 3-5 or states like minnesota, north dakota, and montana.
Solution: D
Why? This is a good example. Only option D is about Christmas trees. So, it's the correct option.
New input: [header] How to improve employee morale in nursing homes [title] Conduct a satisfaction survey. [step] In order to appropriately boost morale, you must understand what the greatest complaints are among your staff. [substeps] Keep the survey anonymous and voluntary. <sep> (A) You will not get an accurate response if employees are forced to complete it, or if they will fear retribution because of their answers. Ask about what they like and dislike about working at your nursing home. (B) Every letter in the survey will be viewed by all employees, and you can change the votes of other parties by copying and pasting information. This information also serves to help guide potential supervisors. (C) As a rule, speak in confidence to the chairperson and the person overseeing the survey, and never discuss complaints privately under the supervision of the staff. Some states and municipalities have anti-discrimination laws for employees. (D) You can personally record complaints and keep track of the overall morale level. You can do this by listening to further information available from your boss or by copying and pasting information to specific websites.
Solution:
|
A
|
task1389_hellaswag_completion
|
NIv2
|
fs_opt
| 0
|
train
|
In this task, you are given a context and four options. Each option is a suggested ending for the context. You should read the context and pick the best ending for the context. Please answer with "A", "B", "C", and "D".
[header] How to make makeup last all day [title] Wash your face. [step] Washing away dirt, sebum and old makeup will help your fresh makeup stay in place a lot longer. If you put fresh makeup on a dirty face, it'll tend to slip off or flake away. <sep> (A) It's important that you don't scrub, touch, wash, rub, or otherwise irritate your face in a day or two. If your face is freshly washed, keep it clean and fresh in the bathroom. (B) Make sure to rinse your face thoroughly with warm water or a fresh cloth to clear out any extra ingredients and clean it immediately. [substeps] Make sure that you're using a clean towel so you don't bleed. (C) [substeps] Wash your face in the morning, before putting on makeup. Don't use harsh soap on your face. (D) Do a good scrub to fight the psoriasis. [substeps] Rub some baby oil on your face as you work.
|
C
|
task1389_hellaswag_completion
|
NIv2
|
zs_opt
| 0
|
train
|
Teacher:In this task, you are given a context and four options. Each option is a suggested ending for the context. You should read the context and pick the best ending for the context. Please answer with "A", "B", "C", and "D".
Teacher: Now, understand the problem? Solve this instance: [header] How to make biscuits from scratch [title] Dissolve the yeast in water. [step] Combine the warm water and yeast in a large bowl, stirring gently only to dissolve the yeast. [substeps] The water should be between 110 and 115 degrees fahrenheit (43 and 46 degrees celsius) in order to activate the yeast properly. <sep> (A) [title] Add the butter and stir until fully dissolved. [step] Begin adding butter to the bowl of dough, stirring until the butter is fully incorporated into the dough. (B) Use a food thermometer to check the temperature of the water before you add the yeast. [title] Add the sugar, butter, milk, egg, salt, and whole wheat flour. (C) You can also consider adding salt or baking soda to the warm water solution. You might even consider adding the mixture over the course of an hour as it improves. (D) Working with boiling water directly will be most effective because the heat engages the dough and allows it to rise. Fill a large bowl with the warm water.
Student:
|
B
|
task1389_hellaswag_completion
|
NIv2
|
zs_opt
| 6
|
train
|
In this task, you are given a context and four options. Each option is a suggested ending for the context. You should read the context and pick the best ending for the context. Please answer with "A", "B", "C", and "D".
People are standing around a christmas tree. They put lights onto the christmas tree. they <sep> (A) decorate the tree as its decorated. (B) throw wrapping paper onto the tree. (C) begin to put decorations onto the christmas tree. (D) put march lights onto the tree as well.
C
[header] How to fall asleep if you are blind or visually impaired [title] Talk to your doctor. [step] If you are a blind or visually impaired person who is having trouble falling asleep, you should set up an appointment with your doctor. Ask your doctor to examine you for non-24, a sleep disorder that frequently affects visually impaired and blind people. <sep> (A) This can help you make a diagnosis and develop strategies to speed up your recovery. [substeps] Ask your doctor if sleep loss, depression, dyslexia, or dyslexia problems might be the issue and advice you need. (B) A doctor can make a diagnosis of a sleep disorder and understand your problem. Treatment of the sleep disorder based on the condition will help your doctor identify the underlying cause and decide how long it is necessary to treat you. (C) Your doctor may refer you to an optometrist or psychologist who has experience treating dementia or cognitive dysfunction. Your doctor may want to examine you in several places or diagnose various medical conditions. (D) [substeps] Non-24 is a disorder that affects your sleep-wake cycles and is common in blind people. People with non-24 have trouble falling and staying asleep at night, as well as extreme urges to nap during the day.
D
[header] How to tie a sarong [title] Fold the sarong diagonally. [step] Fold the materially diagonally in half to get a triangle shape. [title] Wrap the sarong around your waist. <sep> (A) [step] Fold towards your waist where it forms a t. [title] Pull the two sides together across the triangle. (B) [step] First, start near one top part and move across the rest of the fabric/sarong for the final shape. [title] Fold the sarong to a rectangle. (C) [title] Gather the two ends of the sarong and tie a knot on the side. [step] Do a second knot to secure, then fluff out the ends of the material. (D) [step] Any sections that meet at the waist should be close together; otherwise, the sarong may fall off one inch (2.54 cm). [title] Loop the fehnb (or front & back folds) together, making sure that the edges are aligned without overlapping.
|
C
|
task1389_hellaswag_completion
|
NIv2
|
fs_opt
| 0
|
train
|
Teacher: In this task, you are given a context and four options. Each option is a suggested ending for the context. You should read the context and pick the best ending for the context. Please answer with "A", "B", "C", and "D".
Teacher: Now, understand the problem? If you are still confused, see the following example:
[header] How to create a christmas tree forest [title] Consider the type of tree you want to plant. [step] There are a wide variety of christmas trees and include fir, pine, spruce, cypress, and cedar. These trees thrive in different climates and look different from one another. <sep> (A) It is important to research the tree before setting up your tree to try it out to make sure you can write the tree's growing season so that you can get the most supplies you need. If you're just interested in having a tree stand out, then make sure to check for the following : [substeps] Spruce trees. (B) [substeps] Trees green may be used in a mix of green and evergreen. Greens, such as pintos and olive oil, may be more delicate than these. (C) Where the trees grow together is up to you. [substeps] Spruce trees light up the night for hours in the morning and drown out the morning sunrise between afternoons. (D) Think about where your tree forest will be located and choose a tree that can thrive in that climate. [substeps] Balsam firs are a popular christmas tree species that grow in the northern united states and canada, in hardiness zones 3-5 or states like minnesota, north dakota, and montana.
Solution: D
Reason: This is a good example. Only option D is about Christmas trees. So, it's the correct option.
Now, solve this instance: [header] How to conduct a secondary survey of the neck, spine and back during first aid [title] Check your abc's. [substeps] Airway. The victim must have a patent airway. <sep> (A) They must not wear headwear or lean on their head during the procedure. Cover every part of the neck and spine. (B) If they are as porous as an ice pack but comfortable in the water and water, the ice will be able to penetrate the veins, mucous membranes, and liver. The same basic process applies if they have an airway. (C) There can be no obstruction and air should freely move in and out. Without a patent airway, nothing else matters. (D) An uncorrected airway is found in case your ambulance is on scene. Some states might allow one other person to operate the airway [title] Check the victim's head.
Student:
|
C
|
task1389_hellaswag_completion
|
NIv2
|
fs_opt
| 2
|
train
|
In this task, you are given a context and four options. Each option is a suggested ending for the context. You should read the context and pick the best ending for the context. Please answer with "A", "B", "C", and "D".
Example: [header] How to create a christmas tree forest [title] Consider the type of tree you want to plant. [step] There are a wide variety of christmas trees and include fir, pine, spruce, cypress, and cedar. These trees thrive in different climates and look different from one another. <sep> (A) It is important to research the tree before setting up your tree to try it out to make sure you can write the tree's growing season so that you can get the most supplies you need. If you're just interested in having a tree stand out, then make sure to check for the following : [substeps] Spruce trees. (B) [substeps] Trees green may be used in a mix of green and evergreen. Greens, such as pintos and olive oil, may be more delicate than these. (C) Where the trees grow together is up to you. [substeps] Spruce trees light up the night for hours in the morning and drown out the morning sunrise between afternoons. (D) Think about where your tree forest will be located and choose a tree that can thrive in that climate. [substeps] Balsam firs are a popular christmas tree species that grow in the northern united states and canada, in hardiness zones 3-5 or states like minnesota, north dakota, and montana.
Example solution: D
Example explanation: This is a good example. Only option D is about Christmas trees. So, it's the correct option.
Problem: A group of men are gathered in a circle in a room. They shake each other's hands, then start fighting in the ring of people. they <sep> (A) struggle, and even get knocked down. (B) spin and kick, never actually hitting each other. (C) are using batons to try and stay balanced when they fight. (D) still fight each other, eventually breaking a circle.
|
Solution: B
|
task1389_hellaswag_completion
|
NIv2
|
fs_opt
| 5
|
train
|
In this task, you are given a context and four options. Each option is a suggested ending for the context. You should read the context and pick the best ending for the context. Please answer with "A", "B", "C", and "D".
[header] How to clean belly button lint [title] Take a shower. [step] Before cleaning your belly button, take a quick shower. This will help loosen up any dirt or lint in your belly button. <sep> (A) Allow your belly button to dry completely before washing it. [title] Spot-test a small patch of lint at first. (B) You don't need to do anything special in the shower. Just shower as you normally would using regular soap and water. (C) [substeps] Choose warm water and soap formulated for your diaper. Put on a breathable and loose cotton underwear. (D) If you can, use a soap and water cleanser made specifically for carrying out a belly button cleaning. [substeps] For the best results, before going to the bathroom, make sure to wear safety clothes and don't touch your belly button too much.
|
B
|
task1389_hellaswag_completion
|
NIv2
|
zs_opt
| 0
|
train
|
TASK DEFINITION: In this task, you are given a context and four options. Each option is a suggested ending for the context. You should read the context and pick the best ending for the context. Please answer with "A", "B", "C", and "D".
PROBLEM: Man is unning wearing stilts in a skaet park. another man <sep> (A) is intoeyete a line ofdifferent people playing stilts on the park. (B) is jumping along with the first man in the skate park. (C) is unhing a calf thnke its in stilts starting to run with them. (D) is unrolling accordions.
SOLUTION: B
PROBLEM: [header] How to install a bakflip hd tonneau cover on a ford f150 [title] Place the rail of the bakflip hd on right hand side bed rail of the f150. [step] Slide the tonneau rail all the way forward to the bulk head. It is a good idea to have a squeeze clamp or similar to hold it in place. <sep> (A) [title] Slowly turn the bakflip over so it moves slowly, its going to wobble and have to be bent the opposite way of the rail. [step] Be prepared for a lot of bumping. (B) [title] Tightly wrap round tray socket on right hand rail over cover and fasten. [step] Compression disks complete a swivel mounted over rail. (C) [title] Place the included rail clamps in place. [step] Tighten with a wrench or socket. (D) This will prevent the oil from jumping up and down accidentally while the g2 is being painted. [title] Place the nikon bolt assembly inside the couplers cradle.
SOLUTION: C
PROBLEM: A man is sitting on a side walk playing an accordion. A crowd has gathered around the man to watch him play. the man <sep> (A) stops playing his accordion and derek and his friend walk up to observe. (B) picks up the accordion and begins talking to the crowd. (C) twists and turns his body while playing passionately for the crowd. (D) finishes playing and nod their heads to the audience.
SOLUTION:
|
C
|
task1389_hellaswag_completion
|
NIv2
|
fs_opt
| 8
|
test
|
Part 1. Definition
In this task, you are given a context and four options. Each option is a suggested ending for the context. You should read the context and pick the best ending for the context. Please answer with "A", "B", "C", and "D".
Part 2. Example
[header] How to create a christmas tree forest [title] Consider the type of tree you want to plant. [step] There are a wide variety of christmas trees and include fir, pine, spruce, cypress, and cedar. These trees thrive in different climates and look different from one another. <sep> (A) It is important to research the tree before setting up your tree to try it out to make sure you can write the tree's growing season so that you can get the most supplies you need. If you're just interested in having a tree stand out, then make sure to check for the following : [substeps] Spruce trees. (B) [substeps] Trees green may be used in a mix of green and evergreen. Greens, such as pintos and olive oil, may be more delicate than these. (C) Where the trees grow together is up to you. [substeps] Spruce trees light up the night for hours in the morning and drown out the morning sunrise between afternoons. (D) Think about where your tree forest will be located and choose a tree that can thrive in that climate. [substeps] Balsam firs are a popular christmas tree species that grow in the northern united states and canada, in hardiness zones 3-5 or states like minnesota, north dakota, and montana.
Answer: D
Explanation: This is a good example. Only option D is about Christmas trees. So, it's the correct option.
Part 3. Exercise
A close up of a tool is shown followed by a person cutting along a rug. the person <sep> (A) uses a shirt and wipes it along the floor, followed by pushing it away. (B) bends forward and wipes down an area of the rug. (C) adds paint to a bucket and cleans along the carpet. (D) continues using the tool along the sides and the camera fades to black shortly after.
Answer:
|
D
|
task1389_hellaswag_completion
|
NIv2
|
fs_opt
| 7
|
validation
|
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