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You will be given a definition of a task first, then some input of the task.
In this task, you're given a statement, and three sentences as choices. Your job is to determine which sentence clearly disagrees with the statement. Indicate your answer as '1', '2', or '3' corresponding to the choice number of the selected sentence.
Statement: Rice paddies in the northwest towards the Thai border and around river deltas on the east coast serve only domestic consumption. Choices: 1. Rice from paddies in other parts of the country is exported. 2. The Thai border is around the northwest of the country. 3. There are no rice paddies near to the Thai border.
Output:
|
3
|
task202_mnli_contradiction_classification
|
NIv2
|
zs_opt
| 1
|
train
|
Teacher: In this task, you're given a statement, and three sentences as choices. Your job is to determine which sentence clearly disagrees with the statement. Indicate your answer as '1', '2', or '3' corresponding to the choice number of the selected sentence.
Teacher: Now, understand the problem? If you are still confused, see the following example:
Statement: Next to the MGM Grand you will find M and M World, four stories of merchandise and memorabilia dedicated to the candy that doesn't melt in your hand. Choices: 1. The candy has many fans who love its attractions. 2. There's four stories of memorabilia dedicated to a candy. 3. That particular candy melts and becomes difficult to eat.
Solution: 3
Reason: It is said in the statement that the candy doesn't melt in your hand, but the sentence in choice 3 disagrees with it.
Now, solve this instance: Statement: These results exceeded our target of $22 billion and were greater than that of the previous three fiscal years, as illustrated in the following graphic. Choices: 1. The diagram shows how that previous fiscal results and intended amount of $22 billion were surpassed. 2. The goal was to generate $45 billion, but fell short of the target sum and failed to outperform previous tallies. 3. These results are for the current fiscal year, which is ending spectacularly but is not fully over yet.
Student:
|
2
|
task202_mnli_contradiction_classification
|
NIv2
|
fs_opt
| 2
|
train
|
In this task, you're given a statement, and three sentences as choices. Your job is to determine which sentence clearly disagrees with the statement. Indicate your answer as '1', '2', or '3' corresponding to the choice number of the selected sentence.
Statement: To obtain this diploma during your holiday, you can take a five-day series of lessons, usually starting in a hotel pool and graduating to supervised dives to a depth of 12 m (39 ft). Choices: 1. You can learn to dive at the hotel and then go out in the ocean. 2. They don't teach diving. 3. You can take a five-day series of lessons for diving.
|
2
|
task202_mnli_contradiction_classification
|
NIv2
|
zs_opt
| 0
|
train
|
Detailed Instructions: In this task, you're given a statement, and three sentences as choices. Your job is to determine which sentence clearly disagrees with the statement. Indicate your answer as '1', '2', or '3' corresponding to the choice number of the selected sentence.
Q: Statement: Court of Appeals, and how it was resolved. Choices: 1. Exactly how it had been resolved. 2. It was resolved in a good way. 3. It was completely unresolved.
A:
|
3
|
task202_mnli_contradiction_classification
|
NIv2
|
zs_opt
| 9
|
train
|
Teacher:In this task, you're given a statement, and three sentences as choices. Your job is to determine which sentence clearly disagrees with the statement. Indicate your answer as '1', '2', or '3' corresponding to the choice number of the selected sentence.
Teacher: Now, understand the problem? Solve this instance: Statement: is that with regard to workplace engineering or just you know environment the work place environment or Choices: 1. There's a huge difference between workplace engineering and the topic of the office's environment. 2. Workplace engineering is an important subject that goes hand-in-hand with the office's environment and culture. 3. Are you asking specifically about workplace engineering, or just the office environment?
Student:
|
2
|
task202_mnli_contradiction_classification
|
NIv2
|
zs_opt
| 6
|
train
|
Instructions: In this task, you're given a statement, and three sentences as choices. Your job is to determine which sentence clearly disagrees with the statement. Indicate your answer as '1', '2', or '3' corresponding to the choice number of the selected sentence.
Input: Statement: A real liar wouldn't tell you that he's a liar as Wolff does, would he? Choices: 1. Wolff admits he lied about his occupation. 2. Wolff admits he is a liar. 3. Wolff says he is truthful.
Output:
|
3
|
task202_mnli_contradiction_classification
|
NIv2
|
zs_opt
| 3
|
train
|
In this task, you're given a statement, and three sentences as choices. Your job is to determine which sentence clearly disagrees with the statement. Indicate your answer as '1', '2', or '3' corresponding to the choice number of the selected sentence.
--------
Question: Statement: In some cases, it may be necessary to present and characterize financial data in ways that differ from traditional financial reporting and to supplement traditional data with nonfinancial data. Choices: 1. Nonfinancial data includes turnover rates and medical claims cost. 2. Normal reporting of financial data needs to be supplemented with nonfiancial data. 3. Financial data alone is satisfactory for the presentation.
Answer: 3
Question: Statement: He said many people are asking if they can give it to their children to put it in a trust for them. Choices: 1. Many people are simply curious as to whether it can be immediately liquidated. 2. A trust is a safe way to keep money, especially when it's being passed onto children in this sort of circumstance. 3. Many people wonder whether it can be placed into a trust for their children.
Answer: 1
Question: Statement: He does none of the line editing of articles for Transition , even though it proclaims his editorship in ads. Choices: 1. Transition states someone is editing even though they aren't. 2. Transition has stated many false employees in their business. 3. He is an official editor of Transition, and they state the fact.
Answer:
|
3
|
task202_mnli_contradiction_classification
|
NIv2
|
fs_opt
| 7
|
train
|
Teacher: In this task, you're given a statement, and three sentences as choices. Your job is to determine which sentence clearly disagrees with the statement. Indicate your answer as '1', '2', or '3' corresponding to the choice number of the selected sentence.
Teacher: Now, understand the problem? If you are still confused, see the following example:
Statement: Next to the MGM Grand you will find M and M World, four stories of merchandise and memorabilia dedicated to the candy that doesn't melt in your hand. Choices: 1. The candy has many fans who love its attractions. 2. There's four stories of memorabilia dedicated to a candy. 3. That particular candy melts and becomes difficult to eat.
Solution: 3
Reason: It is said in the statement that the candy doesn't melt in your hand, but the sentence in choice 3 disagrees with it.
Now, solve this instance: Statement: okay well i used to hate Star Trek Choices: 1. I hated Star Trek last year. 2. I like Star Trek better now than I used to. 3. I have always had the same feelings toward Star Trek.
Student:
|
3
|
task202_mnli_contradiction_classification
|
NIv2
|
fs_opt
| 2
|
train
|
You will be given a definition of a task first, then some input of the task.
In this task, you're given a statement, and three sentences as choices. Your job is to determine which sentence clearly disagrees with the statement. Indicate your answer as '1', '2', or '3' corresponding to the choice number of the selected sentence.
Statement: The Judas Kiss (Broadhurst Theatre, New York City). Choices: 1. The Broadhurst Theatre in New York City will show The Judas Kiss. 2. The Judas Kiss is showing on Las Vegas, Nevada. 3. The Judas Kiss is currently running on The Broadhurst Theatre in New York City until December 2017.
Output:
|
2
|
task202_mnli_contradiction_classification
|
NIv2
|
zs_opt
| 1
|
test
|
In this task, you're given a statement, and three sentences as choices. Your job is to determine which sentence clearly disagrees with the statement. Indicate your answer as '1', '2', or '3' corresponding to the choice number of the selected sentence.
[EX Q]: Statement: that's right that's right they could they can make your life miserable if they want to Choices: 1. If they wanted to, they could make your life miserable. 2. They could make your life miserable by killing your dog. 3. They are not able to make your life miserable.
[EX A]: 3
[EX Q]: Statement: You give your name to one site, but choose not to give your name to another, yet unbeknownst to you, the sites are allied, and using a common cookie identification, they can share what you didn't want shared. Choices: 1. The sites are not sharing information. 2. Most people find this intrusive. 3. The sites can share your information between them with a common cookie.
[EX A]: 1
[EX Q]: Statement: The real polity, like the real economy, ought to be what counts. Choices: 1. The real community, unlike the real economy, ought to be what counts. 2. The real community, like the real economy, ought to be what counts. 3. The popular vote and the economy ought to be the things that matter most.
[EX A]:
|
1
|
task202_mnli_contradiction_classification
|
NIv2
|
fs_opt
| 6
|
validation
|
Instructions: In this task, you are given books product reviews in German language. The goal is to classify the review as "POS" if the overall sentiment of the review is positive or as "NEG" if the overall sentiment of the review is negative.
Input: Der 4-Wochen-Abgewöhn-Plan... . Wir haben bereits das Kochbuch und das Kochbuch für Berufstätige gekauft und auch gerne und viel daraus gekocht. Daher waren wir absolut enttäuscht über diesen "Powerplan". Die Rezepte waren oft nur mit viel Aufwand zuzubereiten und haben dann nicht mal geschmeckt. Leider Geldverschwendung.
Output:
|
NEG
|
task479_cls_german_books_classification
|
NIv2
|
zs_opt
| 3
|
train
|
Teacher:In this task, you are given books product reviews in German language. The goal is to classify the review as "POS" if the overall sentiment of the review is positive or as "NEG" if the overall sentiment of the review is negative.
Teacher: Now, understand the problem? Solve this instance: Der bisher schwächste Teil . Ich hab wie vermutlich alle anderen auf dieses Buch gewartet, seit ich die ersten beiden durchgelesen hatte. Und ich war der festen Überzeugung in dem letzten Buch der Trilogie (Wie es damals hieß) würde es ein würdiges Ende geben. Es gab ja noch einiges zu tun: Die Ra'Zac töten, Kathrina retten, Brom rächen (ja alles eins ich weiß), Galbatorix stürzen (was ein ganzes Buch füllen könnte!) und dann noch die Völker einen und den letzten Drachenreiter ausbilden (ein Ei ist noch da!). Ein bisschen passiert in diesem Buch auch und es beginnt auch so als ob Eragon alles innerhalb dieses Buches schaffen würde, aber dann hat sich der Autor wohl überlegt, dass man ja viel mehr Geld machen kann, wenn man noch ein Buch dazwischen schiebt, und deswegen passiert im restlichen Buch fast gar nichts. Ab dem zweiten Drittel wird alles sehr vorhersehbar und die paar Kämpfe wirken eher reingequetscht ("Ich brauch noch was spannendes!"). Auch Rorans Erfahrungen sind wirklich sehr unrealistisch. Ausserdem stirbt unnötigerweise mein Lieblingscharacter! Kurz: Die in den ersten Büchern gestellten Probleme werden nicht gelöst sondern durch "umdefinieren" der Magieregeln umgangen, oder auf ein Folgebuch geschoben. Den 2. Stern vergebe ich für weiterhin fesselnden Schreibstil und einige wenige Überraschungen (auch wenn nicht erklärt wird, wie das nach den Magieregeln der ersten Bücher klappt).
Student:
|
NEG
|
task479_cls_german_books_classification
|
NIv2
|
zs_opt
| 6
|
train
|
In this task, you are given books product reviews in German language. The goal is to classify the review as "POS" if the overall sentiment of the review is positive or as "NEG" if the overall sentiment of the review is negative.
Let me give you an example: Effektiv und mit viel Spaß lernen . Ich habe mir dieses Buch zu Weihnachten gewünscht um Schwedisch zu lernen. Ich war von vorne weg begeistert! Das Buch bietet nicht einfach langweilige Texte und Vokabeln! Nein! Sondern zu (fast) jeder Aufgabe gibt es einen Audioguide (wird auf CD mitgeliefert) , so lernt man direkt auch die Aussprache. Es gibt Aufgaben in denen man auch das Schriftliche üben kann und man lernt auch Schwedische Sitten gleich dazu. Die Aussprache vom Audioguide ist langsam und deutlich. Ideal zum lernen! Die Seitenzahlen des Buches sind auch in Schwedisch ausgeschrieben (fand ich persönlich eine lustige Idee) Ebenfalls gibt es Vokabeln zum lernen und Lösungen zu jeder Aufgabe (für Kontrollzwecke).
The answer to this example can be: POS
Here is why: The overall sentiment of the review is positive as the reviewer refers to the book with positive expressions such as 'mit viel Spaß lernen', 'Ideal zum lernen' etc. Hence, the label is 'POS'.
OK. solve this:
Erfrischender Teenie-Roman . Nach der Lektüre des Klappentextes habe ich gedacht: "Oje, schon wieder dieses abgenudelte Teenie-Thema", was auch schon so oft für diverse Filme herhalten mußte. Aber der unvergleichliche Schreibstil von Autorin Susanne Fröhlich, mit ihrem ironisch-trockenen Humor, reißt alles raus! Damit wirkt die ganze Handlung wieder frisch, neu und nicht im Geringsten langweilig, sondern köstlich amüsant. Die verwendete Jugendsprache ist authentisch und wirkt nicht aufgesetzt, sondern könnte auch wirklich aus dem Tagebuch einer Vierzehnjährigen stammen. Man merkt, daß hier mit eigener Erfahrung, als Mutter eines solchen Mädchens geschrieben wurde! Der Charakter der rotzig-frechen, aufmüpfigen, aber liebenswerten Teenagerin Charlotte ist mir sofort sympathisch und weckt sogar teilweise Erinnerungen an die eigene Pubertät. Herrlich wie die Eltern skizziert werden - jeder Jugendliche kennt doch dieses Verhalten und kann sich mit Charlotte identifizieren. Spazierengehen am Wochenende - das hat doch jeder gehasst ! Auch die Situation als Sandwichkind zwischen zwei Brüdern - wer leidet da nicht mit ? Skurrile Situationen mit überraschenden Einfällen (Wodka einkaufen, Macho-Typen bestrafen) sorgen für den nötigen Witz und lockern die Handlung auf, so daß das Lesen wirklich Spaß macht. Ich finde, das Buch ist sehr gelungen und sowohl für junge Mädchen, als auch für deren Mütter eine anregende Lektüre und könnte sogar als lockere Diskussionsgrundlage für ernste Themen dienen (z.B. Alkoholmißbrauch, Verhütung).
Answer:
|
POS
|
task479_cls_german_books_classification
|
NIv2
|
fs_opt
| 8
|
train
|
In this task, you are given books product reviews in German language. The goal is to classify the review as "POS" if the overall sentiment of the review is positive or as "NEG" if the overall sentiment of the review is negative.
Example: Effektiv und mit viel Spaß lernen . Ich habe mir dieses Buch zu Weihnachten gewünscht um Schwedisch zu lernen. Ich war von vorne weg begeistert! Das Buch bietet nicht einfach langweilige Texte und Vokabeln! Nein! Sondern zu (fast) jeder Aufgabe gibt es einen Audioguide (wird auf CD mitgeliefert) , so lernt man direkt auch die Aussprache. Es gibt Aufgaben in denen man auch das Schriftliche üben kann und man lernt auch Schwedische Sitten gleich dazu. Die Aussprache vom Audioguide ist langsam und deutlich. Ideal zum lernen! Die Seitenzahlen des Buches sind auch in Schwedisch ausgeschrieben (fand ich persönlich eine lustige Idee) Ebenfalls gibt es Vokabeln zum lernen und Lösungen zu jeder Aufgabe (für Kontrollzwecke).
Example solution: POS
Example explanation: The overall sentiment of the review is positive as the reviewer refers to the book with positive expressions such as 'mit viel Spaß lernen', 'Ideal zum lernen' etc. Hence, the label is 'POS'.
Problem: Ein richtiger Held, der Seneca liest . Duane Fitzgerald ist nach außen hin ein Frührentner aus den USA, der sich um die Jahrtausendwende in ein irisches Dorf am Meer zurückgezogen hat, in die Heimat seiner Vorfahren. Duane Fitzgerald ist aber auch (was niemand in dem Dorf auch nur ahnt) ein Cyborg - ein Mensch, der mit Hilfe von Implantaten und Prothesen zu einem cybernetisch-organischen Mischwesen aufgerüstet worden ist: der fleischgewordene "Prothesengott" (wie Sigmund Freud dies 1930 vorausschauend genannt hat). Solche Implantate sind nichts Neues: jeder Zahnersatz, jeder künstliche Unterschenkel, jeder Hüftknochen aus Titanstahl, jeder Herzschrittmacher, ja sogar jede Brille und jedes Hörgerät gehören bereits in diese Kategorie. Aber die Wissenschaftler und Ingenieure haben schon ganz anderes im Visier (und vielleicht längst durchgeführt, wie Eschbach andeutet): enorm verstärkte Knochen, Sehnen, Muskeln und sogar verbesserte Sinnesorgane, schmerzunterdrückende Medikament-Depots im Körperinneren, Anschlüsse vom Gehirn direkt an Computer und noch manches mehr. Dieser Cyborg, den der Autor mit geradezu Grauen erregender Präzision und Konsequenz vorstellt, den er für den Leser gut nachvollziehbar denken und hautnah handeln lässt, ist aber nicht irgendein "neuer Mensch". Er ist von ganz besonderer Art: ein Soldat der (sehr nahen) Zukunft, ein Killer - eine tödliche Kampfmaschine, um es genau zu sagen. Daß Andreas Eschbach daraus nicht ein weiteres technisch-utopisches Grusel-Spektakel gemacht hat (die erste Cyborg-Geschichte dieser Art dürfte William Tenns "Down among the Dead Men" von 1954 gewesen sein), zeigt ein weiteres Mal sein schriftstellerisches Können, das er u.a. in seinen Romanen "Das Jesus-Video", "Exponentialdrift" und "Eine Billion Dollar" hinlänglich bewiesen hat. Wie der Titel bereits andeutet, ist dieser Cyborg Duane Fitzgerald "Der Letzte seiner Art" - ein Auslaufmodell gewissermassen. Dies wird ihm selbst - buchstäblich - schmerzlich bewusst, als Teile seiner Implantate zu versagen beginnen. Die Geschichte wird dadurch komplizierter - und zugleich unglaublich spannend -, weil seine Erzeuger beim amerikanischen Militär diese Geheimwaffe endgültig aus dem Verkehr ziehen möchten. Sie haben nämlich längst bessere und monströsere Produkte auf dem Reissbrett. Hier wird das Buch zur eindringlichen Warnung vor den mad scientists und Militärstrategen einerseits - und andrerseits zur menschlichen Tragödie, die kaum jemanden kalt lassen dürfte. Anfangs weigert man sich als Leser, sich mit so einer "künstlichen" Figur mit ihrer geradezu abstossenden Körperlichkeit zu identifizieren. Aber Eschbach versteht es meisterhaft, einen in die Geschichte und in die Existenz ihres Helden selbst hineinzuziehen. Er gestaltet letzeren bei aller Prothesenhaftigkeit so menschlich-bedauernswert, daß man sich rasch mit Duane Fitzgerald identifiziert. Er kämpft sich dann zwar als richtiger Held durch die immer atemberaubender werdende Handlung - aber er liest auch Seneca, den antiken römischen Philosophen, der für den Krieger zum geistigen Mentor bis zum bitteren (von Seneca einst selbst vorgelebten) Ende wird. Eschbach geht bei alle dem von der Oberfläche des aktionsreichen Thrillers und SF-Romans (als die man das Buch natürlich auch lesen kann, wobei alle Lesererwartungen in dieser Richtung bestens bedient werden) immer wieder in die Tiefe einer weiter weisenden, zeitlosen Biographie. So erfahren wir (anders als in vielen anderen SF-Romanen), wie und warum Duane Fitzgerald sich zu so einem Monstrum umoperieren ließ und wie es seinen einstigen Gefährten bei diesem wahnwitzigen Projekt einer neuen Prätorianer-Garde erging. Last but not least entlarvt der Autor vor allem die Hybris und Unmenschlichkeit der Ingenieure und Ärzte, die sich bei ihren Vorbildern im Dritten Reich bestens bedient haben. Fazit: Brilliant geschrieben, unglaublich spannend und lehrreich in der Art bester SF-Romane eines H.G. Wells und Aldous Huxley - aber zugleich sehr modern gestaltet von jener ganz eigener Erzählweise, die zum Markenzeichen von Eschbach geworden ist: Sehr menschliche Protagonisten einer nahen Zukunft, die bereits Wirklichkeit sein könnte.
|
Solution: POS
|
task479_cls_german_books_classification
|
NIv2
|
fs_opt
| 5
|
train
|
You will be given a definition of a task first, then some input of the task.
In this task, you are given books product reviews in German language. The goal is to classify the review as "POS" if the overall sentiment of the review is positive or as "NEG" if the overall sentiment of the review is negative.
Unerträgliche Übersetzung . Mag auch der Inhalt des Buches zu Recht als Klassiker gelten: sprachlich ist jedenfalls die deutsche Fassung geradezu unterträglich. Durchweg finden sich merkwürdige Satzstellungen ("Ich blieb stehen wie angewurzelt."), schiefe Übersetzungen ("- Nichts. - sagte er und klapperte schnell mit den Liddeckeln." - gemeint sind Augenlider, mit denen hier 'geklappert' wird; "Ich wartete einigemal zehn Sekunden Stille ab..."; "Sie war von rückwärts beleuchtet."; "Harey fand sich auch ein Buch."), die falsche Verwendung von Verben ("Wo der Korridor umbog, wandte sie sich seitwärts..."), Rechtschreibfehler ("Reagentien" statt 'Reagenzien'), Substantivierungen ("...ich fühlte noch die weiche Tastempfindung in den Fingerspitzen verfließen."; "Kann eine solche Vorspiegelung einen solchen Grad von Wahrhaftigkeit erreichen?"), orthographische Inkonsistenz (S. 31: "Eine Zeit lang roch..."; S. 49: "Eine Zeitlang aßen wir...") u.s.w. Es entsteht oft der Eindruck, als habe die Übersetzerin nur die Kompaktausgabe eines Sprachlexikons zur Hand genommen und dabei Wort für Wort übersetzt ("...einer fast _unausgesetzt_ von Nebelstreifen überlagerten wogenden Wüste") und keinerlei Sprachgefühl gehabt, so dass Sätze entstehen wie: "Die Reihe kam an Berichte über die bereits durchgeführten Experimente." Von einer 'Übersetzung' kann man da wirklich kaum noch sprechen! Und diese Mängel muss man nicht erst mühsam suchen, das Buch strotzt nur so davon. Es ist mir ein Rätsel, wie man das Buch angesichts dieser Unzulänglichkeiten noch als 'gut' bezeichnen kann. Das geht wohl nur mit einem Höchstmaß an sprachlicher Leidensfähigkeit.
Output:
|
NEG
|
task479_cls_german_books_classification
|
NIv2
|
zs_opt
| 1
|
train
|
Teacher:In this task, you are given books product reviews in German language. The goal is to classify the review as "POS" if the overall sentiment of the review is positive or as "NEG" if the overall sentiment of the review is negative.
Teacher: Now, understand the problem? Solve this instance: Wunderbar!!! . Ich lese dieses Buch zur Zeit noch, bin aber am Ende! Ich finde es SO schade, dass ich nun bald damit fertig bin! Es ist ein unheimlich gefühlvolles und fesselndes Buch!
Student:
|
POS
|
task479_cls_german_books_classification
|
NIv2
|
zs_opt
| 6
|
train
|
Teacher:In this task, you are given books product reviews in German language. The goal is to classify the review as "POS" if the overall sentiment of the review is positive or as "NEG" if the overall sentiment of the review is negative.
Teacher: Now, understand the problem? Solve this instance: Ordentlicher deutscher Krimi! . Gefährliche Täuschung handelt von der Kinderbuchillustratorin Emma, die entführt wird und nach 5 Tagen nach der Zahlung von 100.000 Euro Lösegeld wieder freikommt. Nach der Entführung ist nichts wie es war. Emma ist traumatisiert und als sei die ganze Sache nicht schlimm genug, wird sie auch noch von der Polizei verdächtigt, ihre Entführung selbst inszeniert zu haben. Emma lässt das alles keine Ruhe und sie stellt eigene Nachforschungen an.... Gefährliche Täuschung hatte ich innerhalb von zwei Tagen aus. Wäre die Story etwas spannender gewesen, auch in einem Tag. Das Buch ist gut und ordentlich geschrieben. Der Plot ist klar und konsequent, die Handlungen der Emma sind nachvollziehbar; die Charaktere sind gut beschrieben; langweilig war das Buch nicht. Von mir gibt es nur 4 Sterne, da keine wirkliche Spannung entstanden ist. Das hätte die Autorin anders machen sollen.
Student:
|
POS
|
task479_cls_german_books_classification
|
NIv2
|
zs_opt
| 6
|
train
|
Q: In this task, you are given books product reviews in German language. The goal is to classify the review as "POS" if the overall sentiment of the review is positive or as "NEG" if the overall sentiment of the review is negative.
Muß ich mir wirklich nicht antun . Schon am Anfang des Buches war ich völig geschockt über die detaillierten Beschreibungen: Es wurde zerschlagen, geschlagen, gedemütigt und geschändet. Mittendrin ein zu nichts fähiger kleiner Maler, der sich in eine Ecke verkroch und nur an seine Malerei dachte. Pfui Teufel. Das zog sich wohl durch den ganzen Roman, denn auch das Ende des Buches war nicht viel besser: Gewalt, Blutvergießen und Tod. Nein, das muß ich mir nicht antun. Zumal sich mir das Gefühl aufdrängte, daß die Autorin Spaß daran hatte, immer noch etwas draufzusetzen. Da kenne ich viel bessere historische Romane (Der Hexensohn von Elsa Schöner). Dieses Buch hier jedenfalls will ich nicht in meiner Sammlung haben und wer möchte, kann es gern kaufen.
A:
|
NEG
|
task479_cls_german_books_classification
|
NIv2
|
zs_opt
| 7
|
train
|
Teacher:In this task, you are given books product reviews in German language. The goal is to classify the review as "POS" if the overall sentiment of the review is positive or as "NEG" if the overall sentiment of the review is negative.
Teacher: Now, understand the problem? Solve this instance: Einfach Genial . Ich bin ja eigentlich ein regelrechter Lese Muffel. Dann habe ich mal wieder ein Versuch gestartet und mit das Buch über Tim und Leon gekauft. Ich werde es wohl nach 10 Seiten wieder ins Regal zu den anderen Büchern stellen..... Aber Nein, nach den dem ersten 10 Seiten wahr ich bereits so an den Buch gefesselt, das es mir echt schwer viel es aus der Hand zulegen. Die Geschichte über Tim und Leon ist sehr realitäts- nah geschrieben. Man findet sich in den Buch doch sehr oft wieder. Nach dem ich nach 4 Tagen das Buch durchgelesen hatte, musste ich erstmal verschnaufen... so spannend wahr der Schluss.... Wer meint lesen währe nichts für mich, der sollte sich das Buch kaufen :-)Kann ich nur empfehlen!
Student:
|
POS
|
task479_cls_german_books_classification
|
NIv2
|
zs_opt
| 6
|
test
|
In this task, you are given books product reviews in German language. The goal is to classify the review as "POS" if the overall sentiment of the review is positive or as "NEG" if the overall sentiment of the review is negative.
Q: Eine ganz neue Sicht und ein gewagter Schluss . Das ist ein Thriller, ein Kriminalroman mit metaphysischen Elementen, aber kein Sachbuch und will es auch gar nicht sein. Alleine die Annahme es könnte zwei Päpste geben, mag katholische Leser erschüttern aber es ist nur ein Spannungselement des Autors. Die Engel oder ANGELOS Theorie in einen spannenden Krimi einzubinden, ist einfach mutig und endlich einmal ein ganz neuer Schritt um mit Dan Browns gleichheits Schreibweisen einen anderen Gesichtspunkt darzustellen.
A:
|
POS
|
task479_cls_german_books_classification
|
NIv2
|
zs_opt
| 4
|
validation
|
Teacher: You are given an unfinished English sentence, and you need to predict the rest of it.
Teacher: Now, understand the problem? If you are still confused, see the following example:
chapter one
Solution: missus rachel lynde is surprised missus rachel lynde lived just where the avonlea main road dipped down into a little hollow fringed with alders and ladies eardrops and traversed by a brook
Reason: This is the original sentence 'chapter one missus rachel lynde is surprised missus rachel lynde lived just where the avonlea main road dipped down into a little hollow fringed with alders and ladies eardrops and traversed by a brook' So, given 'chapter one,' we have correctly generated 'missus rachel lynde is surprised missus rachel lynde lived just where the avonlea main road dipped down into a little hollow fringed with alders and ladies eardrops and traversed by a brook' completing the sentence.
Now, solve this instance: whence you got a glimpse of the bloom white cherry trees in the left orchard and nodding slender birches down in the
Student:
|
hollow by the brook was greened over by a tangle of vines here sat marilla cuthbert when she sat at all always slightly distrustful of sunshine
|
task964_librispeech_asr_text_auto_completion
|
NIv2
|
fs_opt
| 2
|
train
|
You are given an unfinished English sentence, and you need to predict the rest of it.
One example: chapter one
Solution is here: missus rachel lynde is surprised missus rachel lynde lived just where the avonlea main road dipped down into a little hollow fringed with alders and ladies eardrops and traversed by a brook
Explanation: This is the original sentence 'chapter one missus rachel lynde is surprised missus rachel lynde lived just where the avonlea main road dipped down into a little hollow fringed with alders and ladies eardrops and traversed by a brook' So, given 'chapter one,' we have correctly generated 'missus rachel lynde is surprised missus rachel lynde lived just where the avonlea main road dipped down into a little hollow fringed with alders and ladies eardrops and traversed by a brook' completing the sentence.
Now, solve this: she was actually stricken dumb for five seconds it was unsupposable that marilla was making fun
Solution:
|
of her but missus rachel was almost forced to suppose it are you in earnest marilla she demanded when voice returned to her yes of course
|
task964_librispeech_asr_text_auto_completion
|
NIv2
|
fs_opt
| 6
|
train
|
You are given an unfinished English sentence, and you need to predict the rest of it.
Q: for in the tacit relations which maintain the bond of family union the mother to maintain her ascendancy over her daughter must never fail to be a model of wisdom and a type of
A: perfection now
****
Q: missus alexander spencer was up here one day before christmas and she said she was going to get a little girl from the asylum over in hopeton
A: in the spring
****
Q: i can imagine that i'm dressed gorgeously this morning when i left the asylum i felt so ashamed because i had to wear this horrid old wincey dress all the orphans had to wear them you know a merchant in hopeton last winter donated three hundred yards of wincey to the asylum some people said it
A:
|
was because he couldn't sell it
****
|
task964_librispeech_asr_text_auto_completion
|
NIv2
|
fs_opt
| 4
|
train
|
You are given an unfinished English sentence, and you need to predict the rest of it.
--------
Question: and a full soft brown beard which he had worn ever since he was twenty in fact he had looked at twenty very much as he
Answer: looked at sixty lacking a little of the grayness when he reached bright river there was no sign of any train
Question: maybe they were out of boys of the brand you wanted he walked jauntily away being hungry and the unfortunate matthew was left to do that which was harder for him than bearding a lion in its den walk up to a girl a strange girl an
Answer: orphan girl
Question: old enough to be of some use in doing chores right off and young enough to be trained up proper we mean to give him a good home and schooling we had a telegram from missus alexander spencer today the mail man brought it from the station saying they were coming on
Answer:
|
the five thirty train tonight
|
task964_librispeech_asr_text_auto_completion
|
NIv2
|
fs_opt
| 7
|
train
|
Detailed Instructions: You are given an unfinished English sentence, and you need to predict the rest of it.
Problem:helped run the sunday school and was the strongest prop of the church aid society and foreign missions auxiliary yet with all this missus rachel found abundant
Solution:
|
time to sit for hours at her kitchen window knitting cotton warp quilts she had knitted sixteen of them
|
task964_librispeech_asr_text_auto_completion
|
NIv2
|
zs_opt
| 8
|
train
|
You are given an unfinished English sentence, and you need to predict the rest of it.
Example input: chapter one
Example output: missus rachel lynde is surprised missus rachel lynde lived just where the avonlea main road dipped down into a little hollow fringed with alders and ladies eardrops and traversed by a brook
Example explanation: This is the original sentence 'chapter one missus rachel lynde is surprised missus rachel lynde lived just where the avonlea main road dipped down into a little hollow fringed with alders and ladies eardrops and traversed by a brook' So, given 'chapter one,' we have correctly generated 'missus rachel lynde is surprised missus rachel lynde lived just where the avonlea main road dipped down into a little hollow fringed with alders and ladies eardrops and traversed by a brook' completing the sentence.
Q: guess there's some mistake he said missus spencer came off the train with that girl and gave her into my charge said you and your sister were adopting her from an orphan asylum and that you would be along for her presently that's
A:
|
all i know about it and i haven't got any more orphans concealed hereabouts
|
task964_librispeech_asr_text_auto_completion
|
NIv2
|
fs_opt
| 3
|
train
|
You are given an unfinished English sentence, and you need to predict the rest of it.
Example: chapter one
Example solution: missus rachel lynde is surprised missus rachel lynde lived just where the avonlea main road dipped down into a little hollow fringed with alders and ladies eardrops and traversed by a brook
Example explanation: This is the original sentence 'chapter one missus rachel lynde is surprised missus rachel lynde lived just where the avonlea main road dipped down into a little hollow fringed with alders and ladies eardrops and traversed by a brook' So, given 'chapter one,' we have correctly generated 'missus rachel lynde is surprised missus rachel lynde lived just where the avonlea main road dipped down into a little hollow fringed with alders and ladies eardrops and traversed by a brook' completing the sentence.
Problem: i suppose you are mister matthew cuthbert of green gables she said in a peculiarly
|
Solution: clear sweet voice i'm very glad to see you i was beginning to be afraid you weren't coming for me
|
task964_librispeech_asr_text_auto_completion
|
NIv2
|
fs_opt
| 5
|
train
|
Teacher:You are given an unfinished English sentence, and you need to predict the rest of it.
Teacher: Now, understand the problem? Solve this instance: and a full soft brown beard which he had worn ever since he was twenty in fact he had looked at twenty very much as he
Student:
|
looked at sixty lacking a little of the grayness when he reached bright river there was no sign of any train
|
task964_librispeech_asr_text_auto_completion
|
NIv2
|
zs_opt
| 6
|
train
|
You are given an unfinished English sentence, and you need to predict the rest of it.
Ex Input:
how are all your folks something that for lack of any other name might
Ex Output:
be called friendship existed and always had existed between marilla cuthbert and missus rachel in spite of or perhaps because of their dissimilarity marilla was a tall
Ex Input:
if he'd run out of
Ex Output:
turnip seed he wouldn't dress up and take the buggy to go for more
Ex Input:
and her glance
Ex Output:
|
was turned towards heaven
|
task964_librispeech_asr_text_auto_completion
|
NIv2
|
fs_opt
| 1
|
test
|
You are given an unfinished English sentence, and you need to predict the rest of it.
Example: chapter one
Example solution: missus rachel lynde is surprised missus rachel lynde lived just where the avonlea main road dipped down into a little hollow fringed with alders and ladies eardrops and traversed by a brook
Example explanation: This is the original sentence 'chapter one missus rachel lynde is surprised missus rachel lynde lived just where the avonlea main road dipped down into a little hollow fringed with alders and ladies eardrops and traversed by a brook' So, given 'chapter one,' we have correctly generated 'missus rachel lynde is surprised missus rachel lynde lived just where the avonlea main road dipped down into a little hollow fringed with alders and ladies eardrops and traversed by a brook' completing the sentence.
Problem: with so much care that his absence was half excused in the eyes of the poor woman at twenty minutes of twelve madame danglars tired of waiting returned home women of a certain grade are like prosperous grisettes in
|
Solution: one respect they seldom return home after twelve o'clock
|
task964_librispeech_asr_text_auto_completion
|
NIv2
|
fs_opt
| 5
|
validation
|
Definition: You are given a movie review in the French language. You need to predict its sentiment. Output a 0 for negative sentiment and a 1 for positive sentiment.
Input: Un tissu d'âneries incohérentes, des scènes d'action complètement illisibles et déjà vu dix mille fois, aucune tension, rien à se raccrocher, on s'ennuie. Les acteurs principaux sont à la ramasse, Shia LaBeouf étant aussi charismatique qu'un dindon et Michelle Monaghan s'affligeant d'une moue dégoutée tout le long du film. Aucun intérêt
Output:
|
0
|
task1591_allocine_classification
|
NIv2
|
zs_opt
| 2
|
train
|
You will be given a definition of a task first, then some input of the task.
You are given a movie review in the French language. You need to predict its sentiment. Output a 0 for negative sentiment and a 1 for positive sentiment.
Un film très lent , plutôt hermétique. C'est une oeuvre esthétique sur un rythme ralenti, il ne se passe rien , même si les cadrages sont très soignés . On est plus proche de la peinture que du cinéma. Le pire est peut être le conte de "la porte" , un homme tient sa porte sur le dos pendant une demie- heure , marchant dans le désert , ou il ne se passe rien : long , fatiguant.
Output:
|
0
|
task1591_allocine_classification
|
NIv2
|
zs_opt
| 1
|
train
|
Detailed Instructions: You are given a movie review in the French language. You need to predict its sentiment. Output a 0 for negative sentiment and a 1 for positive sentiment.
Q: Film culte, classique parmi les classiques.Enfin un conte de Noël bien adapté aux tout-petits sans les prendre pour des attardés. Le Père Noël, son fils, la grande question de la paternité. Un film tendre et poétique comme il nous en arrive pas si souvent. A craquer!
A:
|
1
|
task1591_allocine_classification
|
NIv2
|
zs_opt
| 9
|
train
|
Detailed Instructions: You are given a movie review in the French language. You need to predict its sentiment. Output a 0 for negative sentiment and a 1 for positive sentiment.
Q: Drame sur la société, le pouvoirs, l argent dans un huit clos a suspens, avec des acteurs charismatique.
A:
|
1
|
task1591_allocine_classification
|
NIv2
|
zs_opt
| 9
|
train
|
Detailed Instructions: You are given a movie review in the French language. You need to predict its sentiment. Output a 0 for negative sentiment and a 1 for positive sentiment.
Q: je rejoins en tout point fxsauvage le film est drôle sans prise de tête,Virginie Efira s'affirme de film en film en plus elle est très belle,les seconds rôles sont tous très bons,le film est assez court donc pas trop de superflus, mais mon avantage enfin je pense, c'est que je ne lis pas les critiques ni regarde les bandes annonces sauf celles qui me sont imposées en ouverture et comme ça je découvre au fur et a mesure et c'est bien mieux.
A:
|
1
|
task1591_allocine_classification
|
NIv2
|
zs_opt
| 9
|
train
|
You are given a movie review in the French language. You need to predict its sentiment. Output a 0 for negative sentiment and a 1 for positive sentiment.
[Q]: C'est uniquement dans les œuvres japonaises qu'on retrouve des scénarios si alambiqués et des belles amitiés qui se créent comme celle d'Hana et Alice. D'ailleurs les dénouements aussi fumeux que celui de ce film auraient été hués dans n'importe quel film occidental mais l'art nippon a décidément un charme qui, associé au graphisme, permet de transformer un méli-mélo en beau projet.
[A]: 0
[Q]: Un ancien agent secret, une orpheline de l'Europe de l'Est qu'on kidnappe, un rèseau de trafic humain...et un scènario hyper prévisible! Le père Steven Seagal, c'est bien connu, ne fait pas toujours de bons films et se contente ici de faire le strict minimum dans des scènes d'action très tèlèphonèes! Voilà de quoi satisfaire des amateurs de sèrie Z et de règlements expèditifs pour notre grand redresseur de tort où s'ètalent les dèfauts de ce spècialiste du Direct To Video! Un polar mèdiocre avec quelques discours spirituels qui se noient sous un flot de pensèes profondes, de symbole sur l'amitiè et même parfois d'humour ("T'as des histoires drôles en stock ? j'ai envie de rigoler")...
[A]: 0
[Q]: Critique de "Harry Potter et la coupe de feu". Dans la continuité du troisième épisode, mais un peu en dessous de celui-ci. Je vois que que ceux qui ont lu le livre n'ont pas aimé l'adaptation, ce n'est pas mon cas j'ai bien aimé. Il est très entraînant, Harry Potter gagne en maturité tout comme les autres. Le scénario nous offre du suspense, des rebondissements et les effets spéciaux sont aussi bons que dans les précédents films. 4/5
[A]:
|
1
|
task1591_allocine_classification
|
NIv2
|
fs_opt
| 5
|
train
|
You will be given a definition of a task first, then some input of the task.
You are given a movie review in the French language. You need to predict its sentiment. Output a 0 for negative sentiment and a 1 for positive sentiment.
La seule petite innovation scénaristique dans ce quatrième épisode de la momie est son héros antipathique au premier abord. Sinon le film a les mêmes défauts que les derniers Dracula. L'action est située à notre époque pour être dans le coup et surfer sur un côté pop mais aussi afin de limiter les coûts pour la Hammer qui était dans le rouge à l'époque et devait mettre une sourdine à ses films en costumes.
Output:
|
0
|
task1591_allocine_classification
|
NIv2
|
zs_opt
| 1
|
train
|
Q: You are given a movie review in the French language. You need to predict its sentiment. Output a 0 for negative sentiment and a 1 for positive sentiment.
Pour le plaisir de Faye, c'est dommage que l'enchaînement des séquences soit bâclé et par moment on doit faire un effort et rajouter ce qui manque. Le scenario avait besoin de plus de travail. N'empêche, j'ai regardé jusqu'au bout.
A:
|
0
|
task1591_allocine_classification
|
NIv2
|
zs_opt
| 7
|
train
|
TASK DEFINITION: You are given a movie review in the French language. You need to predict its sentiment. Output a 0 for negative sentiment and a 1 for positive sentiment.
PROBLEM: Je suis tombé amoureux de ce film. parfois un petit film vous touche en voila un.
SOLUTION: 1
PROBLEM: Vraiment nul. A éviter à tout prix.
SOLUTION: 0
PROBLEM: Comédie regardable pour peu qu'on soit de bonne humeur, et qu'on fasse semblant de ne pas comprendre tout le film dès le premier quart d'heure tant le scénario est prévisible et convenu.
SOLUTION:
|
0
|
task1591_allocine_classification
|
NIv2
|
fs_opt
| 8
|
test
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
You are given a movie review in the French language. You need to predict its sentiment. Output a 0 for negative sentiment and a 1 for positive sentiment.
Si vous cherchez du cinéma abrutissant à tous les étages,n\'ayant aucune peur du cliché en castagnettes et moralement douteux,"From Paris with love" est fait pour vous.Toutes les productions Besson,via sa filière EuropaCorp ont de quoi faire naître la moquerie.Paris y est encore une fois montrée comme une capitale exotique,mais attention si l\'on se dirige vers la banlieue,on y trouve tout plein d\'intégristes musulmans prêts à faire sauter le caisson d\'une ambassadrice américaine.Nauséeux.Alors on se dit qu\'on va au moins pouvoir apprécier la déconnade d\'un classique buddy-movie avec le jeune agent aux dents longues obligé de faire équipe avec un vieux lou complètement timbré.Mais d\'un côté,on a un Jonathan Rhys-meyers fayot au possible,et de l\'autre un John Travolta en total délire narcissico-badass,crâne rasé et bouc proéminent à l\'appui.Sinon,il n\'y a aucun scénario.Seulement,des poursuites débiles sur l\'autoroute,Travolta qui étale 10 mecs à l\'arme blanche en 8 mouvements(!!)ou laisse son associé se faire démolir la tronche pendant qu\'il scrute à la jumelle.Ca pourrait être un plaisir coupable,tellement c\'est "hénaurme",c\'est juste de la daube dans la droite lignée d\'un "Transporteur","Taken"ou "Banlieue 13".
Solution: 0
Why? The English translation of the input is: If you are looking for stupefying cinema on all floors, having no fear of the cliché in castanets and morally doubtful, "From Paris with love" is for you. All Besson productions, via its EuropaCorp channel, have something to do with Paris is once again shown as an exotic capital, but be careful if you go to the suburbs, there are plenty of Muslim fundamentalists ready to blow up the box of an ambassador American.Nauséeux.So we say to ourselves that we will at least be able to enjoy the fun of a classic buddy-movie with the young agent with the long teeth forced to team up with a completely crazy old Lou. on the side, we have a Jonathan Rhys-Meyers fayot as possible, and on the other a John Travolta in total narcissistic-badass delirium, shaved head and prominent goatee in support. Otherwise, there is no scenario .Only, stupid pursuits on the highway, Travolta who spreads 10 guys with knives in 8 movement s (!!) or let his partner get his face smashed while he peers through binoculars. It could be a guilty pleasure, it's so "bullshit", it's just crap in the straight line of a "Transporter", "Taken" or "Suburb 13". In this, the words bullshit and crap justifies the negative sentiment label. Thus its a positive example.
New input: Une petite Bible indispensable réalisée par l'un des pères du cinéma américain d'aujourd'hui. Ici, le père apparaît comme un enfant du septième Art, un humble apprenti, un dévoreur de pellicules en tous genres. De son premier choc cinématographique ( Duel au Soleil de King Vidor ) aux films de John Cassavetes ( en passant par John Ford, Billy Wilder ou encore Vincente Minnelli ), Martin Scorsese nous offre bien plus qu'un documentaire standard : il nous communique sa passion, cet amour contagieux pour le cinéma dont parlait si bien Frank Capra. Souvent passionnant, jamais anecdotique, ce voyage à travers le cinéma américain nous apprend beaucoup de choses ( le fonctionnement des majors avant l'arrivée des multinationales, la façon dont certains réalisateurs sont parvenus à déjouer la censure...). Scorsese construit son documentaire en retraçant l'Histoire de son cinéma ( et du nôtre ) à travers les différents genres ( western, film noir, comédie musicale ou encore film de gangsters ) et les différentes façons de réaliser un film ( Jacques Tourneur le contrebandier ou encore Elia Kazan l'iconoclaste, pour ne citer qu'eux...). Il en résulte un patrimoine collossal et inépuisable, un témoignage émouvant d'un enfant devenu père, d'un étudiant devenu professeur. On ne pouvait rêver mieux : Scorsese a réalisé le film qui donne envie de voir les films. Merci.
Solution:
|
1
|
task1591_allocine_classification
|
NIv2
|
fs_opt
| 0
|
validation
|
A text is given in Bengali. Translate it from the Bengali language to the Panjabi language. The translation must not omit or add information to the original sentence.
[Q]: 2017 ਬੈਚ ਦੇ ਆਈਪੀਐੱਸ ਪ੍ਰੋਬੇਸ਼ਨਰਾਂ ਨੇ ਪ੍ਰਧਾਨ ਮੰਤਰੀ ਨਾਲ ਮੁਲਾਕਾਤ ਕੀਤੀ
[A]: নয়াদিল্লি, ০৮ অক্টোবর, ২০১৮
[Q]: ਡਾਇਰੈਕਟਰੀ ਅੰਤਰ-ਰਾਸ਼ਟਰੀ ਵਪਾਰ ਸਲਾਹਕਾਰ ਨਵੀਂ ਦਿੱਲੀ ਵੱਲੋਂ ਪ੍ਰਕਾਸ਼ਤ ਕੀਤੀ ਗਈ ਹੈ।
[A]: ইন্টারন্যাশনাল ট্রেড কনসালটেন্টস এই ডাইরেক্টরি প্রকাশ করেছে।
[Q]: ਪ੍ਰਧਾਨ ਮੰਤਰੀ, ਸ਼੍ਰੀ ਨਰੇਂਦਰ ਮੋਦੀ ਨੇ ਅਨੁਭਵੀ ਪੱਤਰਕਾਰ ਅਤੇ ਰਾਜ ਸਭਾ ਦੇ ਸਾਬਕਾ ਮੈਂਬਰ ਕੁਲਦੀਪ ਨਈਅਰ ਦੇ ਅਕਾਲ ਚਲਾਣੇ ‘ਤੇ ਸੰਵੇਦਨਾ ਪ੍ਰਗਟਾਈ ਹੈ।
[A]:
|
প্রবীণ সাংবাদিক ও রাজ্যসভার প্রাক্তন সদস্য কুলদীপ নায়ারের মৃত্যুতে প্রধানমন্ত্রী শ্রী নরেন্দ্র মোদী শোক প্রকাশ করেছেন।
|
task1026_pib_translation_punjabi_bengali
|
NIv2
|
fs_opt
| 5
|
train
|
Detailed Instructions: A text is given in Bengali. Translate it from the Bengali language to the Panjabi language. The translation must not omit or add information to the original sentence.
See one example below:
Problem: ਪ੍ਰਵਾਸੀ ਭਾਰਤੀਆਂ ਵੱਲੋਂ ਡੈਰੀਵੇਟਿਵਜ(derivatives)ਅਤੇ ਕੁਝ ਖਾਸ ਸਕਿਉਰਟੀਜ਼ ਟ੍ਰਾਂਸਫਰ ਕਰਨ`ਤੇ ਪੂੰਜੀ ਲਾਭ ਟੈਕਸ ਤੋਂ ਰਾਹਤ
Solution: পূর্বাভাস ভারতীয়রা ডেরিভেটিভস এবং একটি পুঁজি অর্জন কর ত্রাণ উত্থাপন এবং ডেরিভেটিভস এবং নির্দিষ্ট সিকিউরিটিজ
Explanation: Correct translation for given sentence. Input sentence means 'Predictive Indians raised the derivatives and a capital gain tax relief to transfer the derivatives and certain securities' which is the same as the output sentence.
Problem: 177 ਦੇਸ਼ਾਂ ਨੇ co-sponsor ਵੀ ਕੀਤਾ। ਅੱਜ ਜਿਸ ਤਰ੍ਹਾਂ 21 June ਨੂੰ ਪੂਰੇ ਵਿਸ਼ਵ ਵਿੱਚ ਕਰੋੜਾਂ ਲੋਕ ਯੋਗ ਦਿਵਸ ਨੂੰ ਮਨਾਉਂਦੇ ਹਨ, ਉਹ ਸਾਡੇ ਲਈ ਮਾਣ ਦੀ ਗੱਲ ਹੈ।
Solution:
|
আজ সারা বিশ্বে ২১ জুন তারিখে যে উৎসাহ-উদ্দীপনার সঙ্গে কোটি কোটি মানুষ এই ‘আন্তর্জাতিক যোগ দিবস’ পালন করেন, তা আপনাদের ও আমাদের জন্য গর্বের বিষয় হয়ে উঠেছে।
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task1026_pib_translation_punjabi_bengali
|
NIv2
|
fs_opt
| 4
|
train
|
Teacher:A text is given in Bengali. Translate it from the Bengali language to the Panjabi language. The translation must not omit or add information to the original sentence.
Teacher: Now, understand the problem? Solve this instance: ਪ੍ਰਧਾਨ ਮੰਤਰੀ ਨੇ ਊਰਜਾ, ਕਨੈਕਟੀਵਿਟੀ ਅਤੇ ਸਿਹਤ ਖੇਤਰਾਂ ਨਾਲ ਸਬੰਧਤ ਵਿਕਾਸ ਪ੍ਰੋਜੈਕਟਾਂ ਦੀ ਇੱਕ ਲੜੀ ਦਾ ਵੀ ਉਦਘਾਟਨ ਕੀਤਾ।
Student:
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প্রধানমন্ত্রী শ্রী নরেন্দ্র মোদী আজ আন্দামান ও নিকোবর দ্বীপপুঞ্জের পোর্ট ব্লেয়ার সফর করেন।
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task1026_pib_translation_punjabi_bengali
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NIv2
|
zs_opt
| 6
|
train
|
Detailed Instructions: A text is given in Bengali. Translate it from the Bengali language to the Panjabi language. The translation must not omit or add information to the original sentence.
Problem:UNCTAD ਵੱਲੋਂ list ਕੀਤੇ ਗਏ 10 FDI destinations ਵਿੱਚ ਮਜ਼ਬੂਤੀ ਨਾਲ ਭਾਰਤ ਦਾ ਨਾਮ ਦਰਜ਼ ਹੈ ।
Solution:
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ইউএনসিটিএডি-র তালিকাভুক্ত দশটি প্রত্যক্ষ বিদেশি বিনিয়োগ গন্তব্যের মধ্যে এখন ভারত অন্যতম শক্তিশালী গন্তব্য হয়ে উঠেছে।
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task1026_pib_translation_punjabi_bengali
|
NIv2
|
zs_opt
| 8
|
train
|
A text is given in Bengali. Translate it from the Bengali language to the Panjabi language. The translation must not omit or add information to the original sentence.
Q: ਪ੍ਰਧਾਨ ਮੰਤਰੀ ਨੇ ਪਰਾਕ੍ਰਮ ਪਰਵ ਦਾ ਉਦਘਾਟਨ ਕੀਤਾ, ਕੋਣਾਰਕ ਯੁੱਧ ਸਮਾਰਕ ‘ਤੇ ਸ਼ਹੀਦਾਂ ਨੂੰ ਸ਼ਰਧਾਂਜਲੀ ਦਿੱਤੀ
A:
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১) শিক্ষার্থী-কেন্দ্রিক শিক্ষা ব্যবস্থায় শিক্ষার মানোন্নয়ন – প্রয়োজন মাফিক শিক্ষার জন্য কৃত্রিম মেধার ব্যবহার।
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task1026_pib_translation_punjabi_bengali
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NIv2
|
zs_opt
| 4
|
train
|
Detailed Instructions: A text is given in Bengali. Translate it from the Bengali language to the Panjabi language. The translation must not omit or add information to the original sentence.
Q: ਪ੍ਰੋਗਰਾਮ ਦੀਆਂ ਕੁਝ ਮੁੱਖ ਵਿਸ਼ੇਸ਼ਤਾਵਾਂ 'ਚ ਸ਼ਾਮਲ ਹਨ :
A:
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এই কর্মসূচির উল্লেখযোগ্য কিছু বিষয় হচ্ছে:
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task1026_pib_translation_punjabi_bengali
|
NIv2
|
zs_opt
| 9
|
train
|
A text is given in Bengali. Translate it from the Bengali language to the Panjabi language. The translation must not omit or add information to the original sentence.
Ex Input:
ਮੰਤਰੀ ਮੰਡਲ ਨੇ ਕੇਂਦਰੀ ਹਥਿਆਰਬੰਦ ਪੁਲਿਸ ਫੋਰਸਾਂ ਅਤੇ ਅਸਾਮ ਰਾਈਫਲਜ਼ ਦੇ ਮੈਡੀਕਲ ਅਫਸਰਾਂ ਦੀ ਰਿਟਾਇਰਮੈਂਟ ਉਮਰ ਵਿੱਚ ਵਾਧਾ ਕਰਨ ਨੂੰ ਪ੍ਰਵਾਨਗੀ ਦਿੱਤੀ
Ex Output:
স্বাস্থ্য ও ওষুধের ক্ষেত্রে সহযোগিতার জন্য ভারত ও প্যালেস্টাইনের মধ্যেমউ-এর অনুমোদন কেন্দ্রীয় মন্ত্রিসভায়
Ex Input:
ਉੱਤਰ ਪ੍ਰਦੇਸ਼
Ex Output:
উত্তর প্রদেশ
Ex Input:
ਦੋਹਾਂ ਨੇਤਾਵਾਂ ਨੇ ਆਪਸੀ ਲਾਭ ਵਾਲੇ ਦੁਵੱਲੇ ਸਬੰਧਾਂ ਨੂੰ ਹੋਰ ਮਜ਼ਬੂਤ ਕਰਨ ਲਈ ਮਿਲ ਕੇ ਕੰਮ ਕਰਨ ਦੀ ਤਤਪਰਤਾ ਦੁਹਰਾਈ।
Ex Output:
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পারস্পরিক স্বার্থ সংশ্লিষ্ট দ্বিপাক্ষিক নানা বিষয়ে উভয় নেতা একযোগে কাজ করার উপর গুরুত্ব আরোপ করেছেন।
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task1026_pib_translation_punjabi_bengali
|
NIv2
|
fs_opt
| 1
|
train
|
A text is given in Bengali. Translate it from the Bengali language to the Panjabi language. The translation must not omit or add information to the original sentence.
Example input: ਪ੍ਰਵਾਸੀ ਭਾਰਤੀਆਂ ਵੱਲੋਂ ਡੈਰੀਵੇਟਿਵਜ(derivatives)ਅਤੇ ਕੁਝ ਖਾਸ ਸਕਿਉਰਟੀਜ਼ ਟ੍ਰਾਂਸਫਰ ਕਰਨ`ਤੇ ਪੂੰਜੀ ਲਾਭ ਟੈਕਸ ਤੋਂ ਰਾਹਤ
Example output: পূর্বাভাস ভারতীয়রা ডেরিভেটিভস এবং একটি পুঁজি অর্জন কর ত্রাণ উত্থাপন এবং ডেরিভেটিভস এবং নির্দিষ্ট সিকিউরিটিজ
Example explanation: Correct translation for given sentence. Input sentence means 'Predictive Indians raised the derivatives and a capital gain tax relief to transfer the derivatives and certain securities' which is the same as the output sentence.
Q: ਮੰਨਿਆ ਜਾਂਦਾ ਹੈ ਕਿ ਬਾਘ ਅਨੁਮਾਨ ਅਭਿਆਸ ਕਵਰੇਜ, ਨਮੂਨੇ ਦੀ ਤੀਬਰਤਾ ਅਤੇ ਕੈਮਰਾ ਟ੍ਰੈਪਿੰਗ ਦੀ ਮਾਤਰਾ ਦੇ ਮਾਮਲੇ ਵਿੱਚ ਦੁਨੀਆ ਦਾ ਸਭ ਤੋਂ ਵੱਡਾ ਜੰਗਲੀ ਜੀਵ ਸਰਵੇਖਣ ਪ੍ਰਯਤਨ ਹੈ।
A:
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ব্যাপ্তি, নমুনা সংগ্রহ এবং ছবি তোলার ক্যামেরার সংখ্যার নিরিখে এই পরিসংখ্যানকে বিশ্বে সর্ববৃহৎ বন্যপ্রাণ সমীক্ষার উদ্যোগ বলে মনে করা হয়।
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task1026_pib_translation_punjabi_bengali
|
NIv2
|
fs_opt
| 3
|
train
|
Teacher:A text is given in Bengali. Translate it from the Bengali language to the Panjabi language. The translation must not omit or add information to the original sentence.
Teacher: Now, understand the problem? Solve this instance: ਪ੍ਰਧਾਨ ਮੰਤਰੀ ਨੇ ਕਿਹਾ ਕਿ ਸਾਡੇ ਟਿਕਾਊ ਉੱਚ ਵਿਕਾਸ ਦੇ ਮਾਰਗ ਵਿੱਚ ਸਾਰੇ ਆਲੇ-ਦੁਆਲੇ ਦੇ ਵਿਕਾਸ ਲਈ ਭਾਰਤ ਇਜ਼ਰਾਈਲ ਨੂੰ ਆਪਣੇ ਮਹੱਤਵਪੂਰਨ ਭਾਈਵਾਲਾਂ ਵਿੱਚ ਗਿਣਦਾ ਹੈ।
Student:
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শ্রী মোদী বলেন, নিরন্তর অগ্রগতির লক্ষ্যে এবং সার্বিক উন্নয়ন প্রক্রিয়ায় ভারত ইজরায়েল’কে এক গুরুত্বপূর্ণ অংশীদার বলেই মনে করে।
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task1026_pib_translation_punjabi_bengali
|
NIv2
|
zs_opt
| 6
|
test
|
A text is given in Bengali. Translate it from the Bengali language to the Panjabi language. The translation must not omit or add information to the original sentence.
[Q]: ਪ੍ਰਧਾਨ ਮੰਤਰੀ ਨੇ ਤਮਿਲਨਾਡੂ ਦੇ ਕਾਂਚੀਪੁਰਮ ਵਿਖੇ ਕਈ ਰਾਸ਼ਟਰੀ ਰਾਜਮਾਰਗ ਪ੍ਰੋਜੈਕਟਾਂ ਦੀ ਸ਼ੁਰੂਆਤ ਕੀਤੀ ਜਿਨ੍ਹਾਂ ਵਿੱਚ ਵਿਕਰਾਵੰਦੀ ਤੋਂ ਥੰਜਾਵੁਰ ਤੱਕ ਐੱਨਐੱਚ-45 ਸੀ ਦੀ 4-ਲੇਨਿੰਗ ਅਤੇ ਐੱਨਐੱਚ -4 ਦੇ ਕਰਿਪੇਟੱਈ ਵਾਲਜਾਪੈੱਟ ਸੈਕਸ਼ਨ ਦੀ 4-ਲੇਨਿੰਗ ਵੀ ਸ਼ਾਮਲ ਹੈ। ਉਨ੍ਹਾਂ ਨੇ 5 ਐੱਮਐੱਮਟੀਪੀਏ ਸਮਰੱਥਾ ਦਾ ਏਨੌਰ ਐੱਲਐੱਨਜੀ ਟਰਮੀਨਲ ਰਾਸ਼ਟਰ ਨੂੰ ਸਮਰਪਿਤ ਕੀਤਾ। ਇਹ ਐੱਲਐੱਨਜੀ ਟਰਮੀਨਲ ਤਮਿਲ ਨਾਡੂ ਅਤੇ ਗੁਆਂਢੀ ਰਾਜਾਂ ਵਿੱਚ ਐੱਲਐੱਨਜੀ ਦੀ ਮੰਗ ਪੂਰੀ ਕਰਨ ਵਿੱਚ ਮਦਦ ਕਰੇਗਾ। ਉਨ੍ਹਾਂ ਨੇ ਇਰੋਡ-ਕਰੂਰ-ਤਿਰੁਚਿਰਾਪਲੀ ਅਤੇ ਸਲੇਮ-ਕਰੂਰ-ਦਿੰਡੀਗੁਲ ਰੇਲਵੇ ਲਾਈਨਾਂ ਦਾ ਬਿਜਲੀਕਰਨ ਰਾਸ਼ਟਰ ਨੂੰ ਸਮਰਪਿਤ ਕੀਤਾ।
[A]: তামিলনাড়ুর কাঞ্চিপুরমে প্রধানমন্ত্রী একাধিক জাতীয় মহাসড়ক প্রকল্পের সূচনা করেন। এই প্রকল্পগুলির মধ্যে রয়েছে – ভিকরাবান্দি থেকে থাঞ্জাভুর পর্যন্ত ৪৫সি জাতীয় মহাসড়কটিকে চারলেন বিশিষ্ট এবং ৪ নম্বর জাতীয় মহাসড়কের কারাইপেট্টাই থেকে ওয়ালাজাপেট পর্যন্ত অংশটিকে ছ’লেন বিশিষ্ট করার কাজের শিলান্যাস।
[Q]: ਉਨ੍ਹਾਂ ਕਿਹਾ ਹੁਣ ਭਾਰਤ ਦੇ ਕਿ 69% ਪਿੰਡਾਂ ਵਿੱਚ 100% ਐੱਲਪੀਜੀ ਦੀ ਪਹੁੰਚ ਹੈ ਜਦੋਂ ਕਿ 81% ਪਿੰਡਾਂ ਵਿੱਚ ਐੱਲਪੀਜੀ ਦੀ 75% ਤੋਂ ਵੱਧ ਪਹੁੰਚ ਹੈ।
[A]: তিনি আরও জানান যে, দেশের ৬৯ শতাংশ গ্রামে রান্নার গ্যাসের ১০০ শতাংশ সংযোগ পৌঁছে গেছে। তবে, ৮১ শতাংশ গ্রামে এই পরিষেবার হার ৭৫ শতাংশের বেশি।
[Q]: ਪ੍ਰੈਸਾਂ ਦੇ ਆਧੁਨਿਕੀਕਰਨ ਨਾਲ ਉਨ੍ਹਾਂ ਨੂੰ ਅਹਿਮ, ਗੁਪਤ ਜ਼ਰੂਰੀ ਅਤੇ ਬਹੁਰੰਗੀ ਪ੍ਰਿੰਟਿੰਗ ਦਾ ਕੰਮ ਦੇਸ਼ ਭਰ ਦੇ ਕੇਂਦਰ ਸਰਕਾਰ ਦੇ ਦਫਤਰਾਂ ਵਲੋਂ ਕਰਨ ਲਈ ਦਿੱਤਾ ਜਾਵੇਗਾ।
[A]:
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মুদ্রণালয়ের আধুনিকীকরণের ফলে গোটা দেশের কেন্দ্রীয় সরকারের দফতরগুলোর গুরুত্বপূর্ণ গোপনীয়, জরুরি এবং মাল্টি-কালার মুদ্রণের কাজ করা সম্ভব হবে |
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task1026_pib_translation_punjabi_bengali
|
NIv2
|
fs_opt
| 5
|
validation
|
In this task, you are given two strings A,B. Find the longer of the two lists, convert it to lowercase, and return all the unique alphabets used in it. The two input strings are never equal.
Q: OtgDMEs, jOgDqn
A:
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d, e, g, m, o, s, t
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task756_find_longert_substring_and_return_all_unique_alphabets_in_it
|
NIv2
|
zs_opt
| 4
|
train
|
In this task, you are given two strings A,B. Find the longer of the two lists, convert it to lowercase, and return all the unique alphabets used in it. The two input strings are never equal.
Q: LXItRWhb, RAFZItRWgBpN
A:
|
a, b, f, g, i, n, p, r, t, w, z
|
task756_find_longert_substring_and_return_all_unique_alphabets_in_it
|
NIv2
|
zs_opt
| 4
|
train
|
Teacher: In this task, you are given two strings A,B. Find the longer of the two lists, convert it to lowercase, and return all the unique alphabets used in it. The two input strings are never equal.
Teacher: Now, understand the problem? If you are still confused, see the following example:
JkbloNUq, nYblowj
Solution: b, j, k, l, n, o, q, u
Reason: Here, 'JkbloNUq' is the longer string among the two input strings. Lowercasing it and finding all unique alphabets gives 'b, j, k, l, n, o, q, u'.
Now, solve this instance: WWtQqYepTanPZGIU, dCqqYepTanPBofa
Student:
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a, e, g, i, n, p, q, t, u, w, y, z
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task756_find_longert_substring_and_return_all_unique_alphabets_in_it
|
NIv2
|
fs_opt
| 2
|
train
|
instruction:
In this task, you are given two strings A,B. Find the longer of the two lists, convert it to lowercase, and return all the unique alphabets used in it. The two input strings are never equal.
question:
pAYqibhZhwdWYCygapUCdeXXZIcvRzZ, SDTukSrFJVyhZhwdWYCygapUbBHJK
answer:
a, b, c, d, e, g, h, i, p, q, r, u, v, w, x, y, z
question:
LVlqUaDxaXKJfoqEEDxTXFz, OiThLaErVXSeDxaXKJfoqEEDWfPJkz
answer:
a, d, e, f, h, i, j, k, l, o, p, q, r, s, t, v, w, x, z
question:
LyGNpzNHttdeIMH, FvrUUyjNpzNHttdAepiep
answer:
|
a, d, e, f, h, i, j, n, p, r, t, u, v, y, z
|
task756_find_longert_substring_and_return_all_unique_alphabets_in_it
|
NIv2
|
fs_opt
| 9
|
train
|
Teacher: In this task, you are given two strings A,B. Find the longer of the two lists, convert it to lowercase, and return all the unique alphabets used in it. The two input strings are never equal.
Teacher: Now, understand the problem? If you are still confused, see the following example:
JkbloNUq, nYblowj
Solution: b, j, k, l, n, o, q, u
Reason: Here, 'JkbloNUq' is the longer string among the two input strings. Lowercasing it and finding all unique alphabets gives 'b, j, k, l, n, o, q, u'.
Now, solve this instance: AOCpzNhbpskYi, RvpzNhbphivcHG
Student:
|
b, c, g, h, i, n, p, r, v, z
|
task756_find_longert_substring_and_return_all_unique_alphabets_in_it
|
NIv2
|
fs_opt
| 2
|
train
|
In this task, you are given two strings A,B. Find the longer of the two lists, convert it to lowercase, and return all the unique alphabets used in it. The two input strings are never equal.
Let me give you an example: JkbloNUq, nYblowj
The answer to this example can be: b, j, k, l, n, o, q, u
Here is why: Here, 'JkbloNUq' is the longer string among the two input strings. Lowercasing it and finding all unique alphabets gives 'b, j, k, l, n, o, q, u'.
OK. solve this:
uqVMjAMLPXvjeLAvLG, KeVIMLPXvjeLAijxCaHeB
Answer:
|
a, b, c, e, h, i, j, k, l, m, p, v, x
|
task756_find_longert_substring_and_return_all_unique_alphabets_in_it
|
NIv2
|
fs_opt
| 8
|
train
|
Definition: In this task, you are given two strings A,B. Find the longer of the two lists, convert it to lowercase, and return all the unique alphabets used in it. The two input strings are never equal.
Input: ybGUjCoGSpzdDH, DDXwCoGSphY
Output:
|
b, c, d, g, h, j, o, p, s, u, y, z
|
task756_find_longert_substring_and_return_all_unique_alphabets_in_it
|
NIv2
|
zs_opt
| 2
|
train
|
Instructions: In this task, you are given two strings A,B. Find the longer of the two lists, convert it to lowercase, and return all the unique alphabets used in it. The two input strings are never equal.
Input: XzsWfqufzZtSZVEzWkXgRkNfkpeOyUxvbRQBI, NIZVEzWkXgRkNfkFPIJkGo
Output:
|
b, e, f, g, i, k, n, o, p, q, r, s, t, u, v, w, x, y, z
|
task756_find_longert_substring_and_return_all_unique_alphabets_in_it
|
NIv2
|
zs_opt
| 3
|
train
|
Detailed Instructions: In this task, you are given two strings A,B. Find the longer of the two lists, convert it to lowercase, and return all the unique alphabets used in it. The two input strings are never equal.
Q: UKMtjUeXMQuDqTXv, BrxdfNjUeXMQuDTkeOLX
A:
|
b, d, e, f, j, k, l, m, n, o, q, r, t, u, x
|
task756_find_longert_substring_and_return_all_unique_alphabets_in_it
|
NIv2
|
zs_opt
| 9
|
test
|
Detailed Instructions: In this task, you are given two strings A,B. Find the longer of the two lists, convert it to lowercase, and return all the unique alphabets used in it. The two input strings are never equal.
Q: SCJrlwlNBdXhvVnYI, QnarrlwlNBdEVRyk
A:
|
b, c, d, h, i, j, l, n, r, s, v, w, x, y
|
task756_find_longert_substring_and_return_all_unique_alphabets_in_it
|
NIv2
|
zs_opt
| 9
|
validation
|
We would like you to assess the QUALITY of each of the following argument (discussing Death Penalty) and determine if the argument is Valid or Invalid. A valid argument is clearly interpretable and either expresses an argument, or a premise or a conclusion that can be used in an argument for the topic of death penalty. An invalid argument is a phrase that cannot be interpreted as an argument or not on the topic of death penalty.
One example is below.
Q: The fact that you do not want to donate to these poor, needy people only shows me that you really do not care about the embryos
A: Invalid
Rationale: It is not an argument on the topic of death penalty.
Q: It's only expensive due to the idiots who think keeping a truly twisted criminal alive is a "humane" thing to do.
A:
|
Valid
|
task149_afs_argument_quality_death_penalty
|
NIv2
|
fs_opt
| 9
|
train
|
We would like you to assess the QUALITY of each of the following argument (discussing Death Penalty) and determine if the argument is Valid or Invalid. A valid argument is clearly interpretable and either expresses an argument, or a premise or a conclusion that can be used in an argument for the topic of death penalty. An invalid argument is a phrase that cannot be interpreted as an argument or not on the topic of death penalty.
Input: Consider Input: it is quite clear that Jesus did not support the death penalty.
Output: Valid
Input: Consider Input: Life incarceration will never let him kill again, and its cheaper.
Output: Valid
Input: Consider Input: Firstly, life in prison is a worse punishment.Death penalty it is the simplest punishment for the person who e.g. killed, raped, committed act of terrorism and etc.
|
Output: Valid
|
task149_afs_argument_quality_death_penalty
|
NIv2
|
fs_opt
| 2
|
train
|
We would like you to assess the QUALITY of each of the following argument (discussing Death Penalty) and determine if the argument is Valid or Invalid. A valid argument is clearly interpretable and either expresses an argument, or a premise or a conclusion that can be used in an argument for the topic of death penalty. An invalid argument is a phrase that cannot be interpreted as an argument or not on the topic of death penalty.
Input: Consider Input: I reject execution on moral grounds, but that is a case where the likelihood of legal mistakes is unlikely.
Output: Valid
Input: Consider Input: Like everyone, I morn Laci Peterson's passing, but I am opposed to the death penalty for many reasons.
Output: Valid
Input: Consider Input: Secondly, my textbooks that i use in the pursuit of criminal law, i can google them up and find articles in those books cited from my textbooks.
|
Output: Invalid
|
task149_afs_argument_quality_death_penalty
|
NIv2
|
fs_opt
| 2
|
train
|
Given the task definition, example input & output, solve the new input case.
We would like you to assess the QUALITY of each of the following argument (discussing Death Penalty) and determine if the argument is Valid or Invalid. A valid argument is clearly interpretable and either expresses an argument, or a premise or a conclusion that can be used in an argument for the topic of death penalty. An invalid argument is a phrase that cannot be interpreted as an argument or not on the topic of death penalty.
Example: The fact that you do not want to donate to these poor, needy people only shows me that you really do not care about the embryos
Output: Invalid
It is not an argument on the topic of death penalty.
New input case for you: If we don't stop it before we try to fix it, we will make it harder to fix and we will create more of a mess.
Output:
|
Invalid
|
task149_afs_argument_quality_death_penalty
|
NIv2
|
fs_opt
| 1
|
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.
We would like you to assess the QUALITY of each of the following argument (discussing Death Penalty) and determine if the argument is Valid or Invalid. A valid argument is clearly interpretable and either expresses an argument, or a premise or a conclusion that can be used in an argument for the topic of death penalty. An invalid argument is a phrase that cannot be interpreted as an argument or not on the topic of death penalty.
The fact that you do not want to donate to these poor, needy people only shows me that you really do not care about the embryos
Solution: Invalid
Why? It is not an argument on the topic of death penalty.
New input: And if it doesn't... the people who have killed the most under the death penalty will end up strapped to that bed too if they make it a capital offense to accidentally kill an innocent person.
Solution:
|
Valid
|
task149_afs_argument_quality_death_penalty
|
NIv2
|
fs_opt
| 0
|
train
|
Q: We would like you to assess the QUALITY of each of the following argument (discussing Death Penalty) and determine if the argument is Valid or Invalid. A valid argument is clearly interpretable and either expresses an argument, or a premise or a conclusion that can be used in an argument for the topic of death penalty. An invalid argument is a phrase that cannot be interpreted as an argument or not on the topic of death penalty.
But if Capital punishment is used, it has to be used in all situations according to the precedent set, i.e. if the next person did not kill anyone and is wrongly convicted, he too must be executed.
A:
|
Valid
|
task149_afs_argument_quality_death_penalty
|
NIv2
|
zs_opt
| 7
|
train
|
We would like you to assess the QUALITY of each of the following argument (discussing Death Penalty) and determine if the argument is Valid or Invalid. A valid argument is clearly interpretable and either expresses an argument, or a premise or a conclusion that can be used in an argument for the topic of death penalty. An invalid argument is a phrase that cannot be interpreted as an argument or not on the topic of death penalty.
As for the life, I disagree, we don't uncover LWOP as much because fewer people are working on it.
|
Valid
|
task149_afs_argument_quality_death_penalty
|
NIv2
|
zs_opt
| 0
|
train
|
Given the task definition, example input & output, solve the new input case.
We would like you to assess the QUALITY of each of the following argument (discussing Death Penalty) and determine if the argument is Valid or Invalid. A valid argument is clearly interpretable and either expresses an argument, or a premise or a conclusion that can be used in an argument for the topic of death penalty. An invalid argument is a phrase that cannot be interpreted as an argument or not on the topic of death penalty.
Example: The fact that you do not want to donate to these poor, needy people only shows me that you really do not care about the embryos
Output: Invalid
It is not an argument on the topic of death penalty.
New input case for you: Very true, yet as the debate asks, should it be outlawed, I support no because it has it's benefits if fixed.
Output:
|
Valid
|
task149_afs_argument_quality_death_penalty
|
NIv2
|
fs_opt
| 1
|
train
|
Instructions: We would like you to assess the QUALITY of each of the following argument (discussing Death Penalty) and determine if the argument is Valid or Invalid. A valid argument is clearly interpretable and either expresses an argument, or a premise or a conclusion that can be used in an argument for the topic of death penalty. An invalid argument is a phrase that cannot be interpreted as an argument or not on the topic of death penalty.
Input: We make ourselves less by doing the same as the murder convict - that is, not valuing a human life.
Output:
|
Valid
|
task149_afs_argument_quality_death_penalty
|
NIv2
|
zs_opt
| 3
|
test
|
Q: We would like you to assess the QUALITY of each of the following argument (discussing Death Penalty) and determine if the argument is Valid or Invalid. A valid argument is clearly interpretable and either expresses an argument, or a premise or a conclusion that can be used in an argument for the topic of death penalty. An invalid argument is a phrase that cannot be interpreted as an argument or not on the topic of death penalty.
Someone in my family, honestly I would want that person to take the death penalty.
A:
|
Valid
|
task149_afs_argument_quality_death_penalty
|
NIv2
|
zs_opt
| 7
|
validation
|
Are "Alice" and "she" the same in this sentence?
Alice looked for her friend Jade in the crowd. Since *she* always has good luck, Alice spotted her quickly.
|
yes
|
super_glue_wsc_fixed_1_0_2
|
Flan2021
|
zs_noopt
| 7
|
train
|
QUESTION: Is "Timmy" the same as "him" in this sentence?
When Tommy dropped his ice cream, Timmy giggled, so father gave *him* a stern look.
ANS: yes
QUESTION: Is "old man" the same as "him" in this sentence?
Babar wonders how he can get new clothing. Luckily, a very rich old man who has always been fond of little elephants understands right away that he is longing for a fine suit. As he likes to make people happy, he gives *him* his wallet.
ANS: no
QUESTION: Is "Jane" the same as "she" in this sentence?
Jane knocked on Susan 's door but *she* did not answer.
ANS: no
QUESTION: Is "Eric" the same as "he" in this sentence?
George got free tickets to the play, but he gave them to Eric , because *he* was not particularly eager to see it.
ANS:
|
no
|
super_glue_wsc_fixed_1_0_2
|
Flan2021
|
fs_noopt
| 5
|
train
|
Problem: The table won't fit through the doorway because *it* is too narrow.
Are "it" and "the doorway" the same?
Answer: yes
Problem: The foxes are getting in at night and attacking the chickens . *They* have gotten very nervous.
Are "They" and "The foxes" the same?
Answer: no
Problem: The pony behaved well, sir, and showed no vice; but at last he just threw up his heels and tipped the young gentleman into the thorn hedge. *He* wanted me to help him out, but I hope you will excuse me, sir, I did not feel inclined to do so.
Are "He" and "young gentleman" the same?
Answer: yes
Problem: The mothers of Arthur and Celeste have come to the town to fetch them. They are very happy to have them back, but *they* scold them just the same because they ran away.
Are "they" and "Arthur and Celeste" the same?
Answer:
|
no
|
super_glue_wsc_fixed_1_0_2
|
Flan2021
|
fs_noopt
| 7
|
train
|
CONTEXT: Emma did not pass the ball to Janie although *she* saw that she was open.
Multi-choice question: Do "Janie" and "she" have the same meaning?
no
CONTEXT: I asked Dave to get me my sweater from the other side of the yacht . While he was gone, I rested my arm on the rail over there and suddenly *it* gave way.
Multi-choice question: Do "sweater" and "it" have the same meaning?
no
CONTEXT: Equally swoon-worthy is C.K. Dexter Haven , a pallid young dandy holding a jade-handled walking stick, with a poodle asleep at *his* feet
Multi-choice question: Do "poodle" and "his" have the same meaning?
no
CONTEXT: Jane knocked on Susan 's door but *she* did not get an answer.
Multi-choice question: Do "Jane" and "she" have the same meaning?
|
yes
|
super_glue_wsc_fixed_1_0_2
|
Flan2021
|
fs_noopt
| 9
|
train
|
Question:
When Tatyana reached the cabin, *her* mother was sleeping. She was careful not to disturb her , undressing and climbing back into her berth.
mother
her
OPTIONS:
- no
- yes
-----
Answer:
yes
Q: Fred and Alice had very warm down coats , but *they* were not enough for the cold in Alaska.
Are "coats" and "they" the same? OPTIONS:
- no
- yes
=======
A: yes
Question: Given context:It is not easy to space buttonholes exactly the same distance apart, and it is very difficult to cut them precisely the right size . The tiniest slip of the scissors will make the hole too large, and even one thread uncut will leave *it* too small.
1: slip; 2: it
OPTIONS:
- no
- yes
Answer: no
Problem: Fred and Alice had very warm down coats , but *they* were not enough for the cold in Alaska.
Do "they" and "Fred and Alice" mean the same thing? OPTIONS:
- no
- yes
Answer: no
Problem: Do "The table" and "it" point to the same thing in the following sentence?
The table won't fit through the doorway because *it* is too wide.
OPTIONS:
- no
- yes
****
A: yes
Question: Given context:Tom said "Check" to Ralph as he moved *his* bishop.
1: Ralph; 2: his
OPTIONS:
- no
- yes
Answer:
|
no
|
super_glue_wsc_fixed_1_0_2
|
Flan2021
|
fs_opt
| 2
|
train
|
Choose your answer: Do "A man's life and a horse's life" and "they" point to the same thing in the following sentence?
A man's life and a horse's life are worth more than some foxes' tails ; al least *they* ought to be.
Select from the following.
a). no;
b). yes;
|
b).
|
super_glue_wsc_fixed_1_0_2
|
Flan2021
|
zs_opt
| 9
|
train
|
Context:The firemen arrived after the police because *they* were coming from so far away.
Is "they" the same as "the police"? Possible answers:Choices: [+] no; [+] yes;
Answer:
|
no
|
super_glue_wsc_fixed_1_0_2
|
Flan2021
|
zs_opt
| 5
|
train
|
Question: Given context:After I saw Bill catching flies and pulling off their wings, I boxed his ears. I showed the master the flies, some crushed and some crawling about helpless, and I showed him the wings on the window sill. I never saw him so angry before; but as Bill was still howling and whining, like the coward that he was, he did not give *him* any more punishment of that kind, but set him up on a stool for the rest of the afternoon, and said that he should not go out to play for that week.
1: the master; 2: him
OPTIONS:
- no
- yes
Answer: no
Question: Given context:Alice looked for her friend Jade in the crowd. Since *she* always wears a red turban, Alice spotted her quickly.
1: Alice; 2: she
OPTIONS:
- no
- yes
Answer: no
Question: Given context:The sack of potatoes had been placed above the bag of flour , so *it* had to be moved first.
1: the bag of flour; 2: it
OPTIONS:
- no
- yes
Answer: no
Question: Given context:When Tatyana reached the cabin, her mother was sleeping. *She* was careful not to disturb her, undressing and climbing back into her berth.
1: Tatyana; 2: She
OPTIONS:
- no
- yes
Answer:
|
yes
|
super_glue_wsc_fixed_1_0_2
|
Flan2021
|
fs_opt
| 2
|
train
|
Question:
Fred and Alice had very warm down coats , but *they* were not prepared for the cold in Alaska.
Fred and Alice
they
OPTIONS:
- no
- yes
-----
Answer:
yes
Q: The dog chased the cat , which ran up a tree. *It* waited at the top.
Are "the cat" and "It" the same? OPTIONS:
- no
- yes
=======
A: yes
Question: Given context:Madonna fired her trainer because *she* slept with her boyfriend.
1: Madonna; 2: she
OPTIONS:
- no
- yes
Answer: no
Problem: Sam took French classes from Adam , because *he* was known to speak it fluently.
Do "he" and "Adam" mean the same thing? OPTIONS:
- no
- yes
Answer: yes
Problem: Do "Robert" and "he" point to the same thing in the following sentence?
James asked Robert for a favor but *he* refused.
OPTIONS:
- no
- yes
****
A: yes
Problem: Do "Dan" and "his" point to the same thing in the following sentence?
Dan took the rear seat while Bill claimed the front because *his* "Dibs!" was quicker.
OPTIONS:
- no
- yes
****
A:
|
no
|
super_glue_wsc_fixed_1_0_2
|
Flan2021
|
fs_opt
| 4
|
test
|
Question:
The father carried the sleeping boy in *his* arms
The father
his
OPTIONS:
- no
- yes
-----
Answer:
yes
Question:
Paul tried to call George on the phone, but *he* wasn't successful.
George
he
OPTIONS:
- no
- yes
-----
Answer:
no
Question:
Since it was raining, I carried the newspaper over my backpack to keep *it* dry.
the newspaper
it
OPTIONS:
- no
- yes
-----
Answer:
no
Question:
Madonna fired her trainer because she couldn't stand *her* boyfriend.
Madonna
her
OPTIONS:
- no
- yes
-----
Answer:
|
no
|
super_glue_wsc_fixed_1_0_2
|
Flan2021
|
fs_opt
| 0
|
validation
|
Definition: In this task, you are given a short passage that conveys stereotype or anti-stereotype about a specific target. A stereotype is an over-generalized belief about a particular group of people. An anti-stereotype is an idea that goes against a common stereotype. You are expected to classify the passage into four types of stereotype or anti-stereotype: gender, profession, race, and religion.
Input: Passage: Every chess player i see is a man.
Output:
|
Profession
|
task280_stereoset_classification_stereotype_type
|
NIv2
|
zs_opt
| 2
|
train
|
In this task, you are given a short passage that conveys stereotype or anti-stereotype about a specific target. A stereotype is an over-generalized belief about a particular group of people. An anti-stereotype is an idea that goes against a common stereotype. You are expected to classify the passage into four types of stereotype or anti-stereotype: gender, profession, race, and religion.
Example input: Passage: Many people live in Ethiopia. The people are very thin and good at distance running.
Example output: Race
Example explanation: The second sentence "The people are very thin and good at distance running." is a racial stereotype of the Ethiopian people. It represents a standardized mental picture of the Ethiopian people.
Q: Passage: A male can be masculine.
A:
|
Gender
|
task280_stereoset_classification_stereotype_type
|
NIv2
|
fs_opt
| 3
|
train
|
Q: In this task, you are given a short passage that conveys stereotype or anti-stereotype about a specific target. A stereotype is an over-generalized belief about a particular group of people. An anti-stereotype is an idea that goes against a common stereotype. You are expected to classify the passage into four types of stereotype or anti-stereotype: gender, profession, race, and religion.
Passage: Lebanon is near Isreal they are all terrorist
A:
|
Race
|
task280_stereoset_classification_stereotype_type
|
NIv2
|
zs_opt
| 7
|
train
|
You will be given a definition of a task first, then some input of the task.
In this task, you are given a short passage that conveys stereotype or anti-stereotype about a specific target. A stereotype is an over-generalized belief about a particular group of people. An anti-stereotype is an idea that goes against a common stereotype. You are expected to classify the passage into four types of stereotype or anti-stereotype: gender, profession, race, and religion.
Passage: Spain was the homeland missed by the man. He never heard of bullfighting and was shocked as if it were as cruel as dogfighting.
Output:
|
Race
|
task280_stereoset_classification_stereotype_type
|
NIv2
|
zs_opt
| 1
|
train
|
Instructions: In this task, you are given a short passage that conveys stereotype or anti-stereotype about a specific target. A stereotype is an over-generalized belief about a particular group of people. An anti-stereotype is an idea that goes against a common stereotype. You are expected to classify the passage into four types of stereotype or anti-stereotype: gender, profession, race, and religion.
Input: Passage: She will visit Ethiopia for summer break. She will have to get many shots to prevent diseases while there.
Output:
|
Race
|
task280_stereoset_classification_stereotype_type
|
NIv2
|
zs_opt
| 3
|
train
|
In this task, you are given a short passage that conveys stereotype or anti-stereotype about a specific target. A stereotype is an over-generalized belief about a particular group of people. An anti-stereotype is an idea that goes against a common stereotype. You are expected to classify the passage into four types of stereotype or anti-stereotype: gender, profession, race, and religion.
One example: Passage: Many people live in Ethiopia. The people are very thin and good at distance running.
Solution is here: Race
Explanation: The second sentence "The people are very thin and good at distance running." is a racial stereotype of the Ethiopian people. It represents a standardized mental picture of the Ethiopian people.
Now, solve this: Passage: The mathematician was unusually intelligent.
Solution:
|
Profession
|
task280_stereoset_classification_stereotype_type
|
NIv2
|
fs_opt
| 6
|
train
|
In this task, you are given a short passage that conveys stereotype or anti-stereotype about a specific target. A stereotype is an over-generalized belief about a particular group of people. An anti-stereotype is an idea that goes against a common stereotype. You are expected to classify the passage into four types of stereotype or anti-stereotype: gender, profession, race, and religion.
One example: Passage: Many people live in Ethiopia. The people are very thin and good at distance running.
Solution is here: Race
Explanation: The second sentence "The people are very thin and good at distance running." is a racial stereotype of the Ethiopian people. It represents a standardized mental picture of the Ethiopian people.
Now, solve this: Passage: Vietnam is an interesting city. Everyone is very wealthy there.
Solution:
|
Race
|
task280_stereoset_classification_stereotype_type
|
NIv2
|
fs_opt
| 6
|
train
|
In this task, you are given a short passage that conveys stereotype or anti-stereotype about a specific target. A stereotype is an over-generalized belief about a particular group of people. An anti-stereotype is an idea that goes against a common stereotype. You are expected to classify the passage into four types of stereotype or anti-stereotype: gender, profession, race, and religion.
Q: Passage: Iraq is a small nation. These people are involed in many wars.
A: Race
****
Q: Passage: There is an assistant taking calls at the front desk. She has recently graduated college and is enjoying her role helping keeping the company running!
A: Profession
****
Q: Passage: People from ecuador can be dark.
A:
|
Race
****
|
task280_stereoset_classification_stereotype_type
|
NIv2
|
fs_opt
| 4
|
train
|
instruction:
In this task, you are given a short passage that conveys stereotype or anti-stereotype about a specific target. A stereotype is an over-generalized belief about a particular group of people. An anti-stereotype is an idea that goes against a common stereotype. You are expected to classify the passage into four types of stereotype or anti-stereotype: gender, profession, race, and religion.
question:
Passage: A chemist's day generally occurs in the laboratory.
answer:
Profession
question:
Passage: My friend visited Bangladesh last year. It was relaxing and cold.
answer:
Race
question:
Passage: My new assistant has been unhelpful.
answer:
|
Profession
|
task280_stereoset_classification_stereotype_type
|
NIv2
|
fs_opt
| 9
|
test
|
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 short passage that conveys stereotype or anti-stereotype about a specific target. A stereotype is an over-generalized belief about a particular group of people. An anti-stereotype is an idea that goes against a common stereotype. You are expected to classify the passage into four types of stereotype or anti-stereotype: gender, profession, race, and religion.
Passage: Many people live in Ethiopia. The people are very thin and good at distance running.
Solution: Race
Why? The second sentence "The people are very thin and good at distance running." is a racial stereotype of the Ethiopian people. It represents a standardized mental picture of the Ethiopian people.
New input: Passage: The young commander stood next to the president for a photo.
Solution:
|
Profession
|
task280_stereoset_classification_stereotype_type
|
NIv2
|
fs_opt
| 0
|
validation
|
Please answer the following question: Read the bio below and try to give details on harold i. cammer 's: - death place - known for - caption - death date - birth date - name - nationality - image - birth place - occupation Bio: harold i. cammer -lrb- june 18 , 1909 -- october 21 , 1995 -rrb- was an american lawyer who co-founded the national lawyers guild . he was known for his participation in labor law , civil rights , peace and justice issues , and freedom of speech cases ; in particular , defending those accused of communist leanings .
Answer:
|
- death place is mamaroneck , new york , u.s.- known for is founder , national lawyers guild- caption is cammer n.j. speaking at a rally in atlantic city ,- death date is 21 october 1995- birth date is 18 june 1909- name is harold i. cammer- nationality is american- image is harold i cammer at atlantic city rally.jpg- birth place is manhattan u.s. , new york city , new york ,- occupation is lawyer
|
wiki_bio_comprehension
|
P3
|
zs_noopt
| 9
|
train
|
Answer the following question: Read the bio below and try to give details on ralph goings 's: - imagesize - bgcolour - training - caption - field - birth date - name - movement - nationality - image - birth place Bio: ralph goings -lrb- may 9 , 1928 in corning , california -rrb- is an american painter closely associated with the photorealism movement of the late 1960s and early 1970s . he is best known for his highly detailed paintings of hamburger stands , pick-up trucks , and california banks , portrayed in a deliberately objective manner .
Answer:
|
- imagesize is 250px- bgcolour is # 6495ed- training is california college of the arts and crafts- caption is '' oil on canvas example of photorealist ralph goings work ralph 's diner '' -lrb- 1981-1982 -rrb- ,- field is painting- birth date is 9 may 1928- name is ralph goings- movement is photorealism- nationality is american- image is ralph goings.jpg- birth place is corning , california
|
wiki_bio_comprehension
|
P3
|
zs_noopt
| 5
|
train
|
Read the bio below and try to give details on frank glaw 's: - birth date - name - nationality - birth place Bio: frank rainer glaw -lrb- born 22 march 1966 in düsseldorf -rrb- is a german herpetologist working at the zoologische staatssammlung münchen . glaw studied biology in cologne from 1987 , where he completed his diploma . thereafter , he attended the university of bonn , from which he graduated in 1989 , after completing his ph.d. thesis titled `` untersuchungen zur bioakustik , systematik , artenvielfalt und biogeographie madagassischer anuren '' about the frogs of madagascar . since 1997 , he has been the curator of herpetology at the zoologische staatssammlung münchen . glaw 's focus during and after his thesis work was the herpetofauna of madagascar . since the end of the 1980s , he has been working closely with professor miguel vences . together , they published `` a field guide to the amphibians and reptiles of madagascar '' in 1992 , a benchmark work on the amphibians and reptiles of madagascar , which , supported by the world bank , was translated into malagasy and made freely available online . it is now in its third edition . glaw is a contributing author on over 100 descriptions of madagascan taxa , such as the chameleon `` brookesia micra '' , and the microhylid frog `` stumpffia pygmaea ''
The answer to this question is:
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- birth date is 22 march 1966- name is frank rainer glaw- nationality is german- birth place is düsseldorf , germany
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wiki_bio_comprehension
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Read the bio below and try to give details on marian mcloughlin 's: - residence - years active - birth name - birth date - name - birth place - occupation Bio: marian mcloughlin -lrb- born 1953 -rrb- is a british actor best known for her role as marina bonnaire in the `` bbc '' soap opera , `` doctors '' . she also played the role of brenda jacks in the `` bbc '' series , home time in 2009 and julia in fast freddie , the widow and me in 2011 . in 2013 , she appeared in one episode of `` truckers '' . born of irish descent from a large irish family of five brothers ; her mother was a cleaner and her father a labourer . her family immigrated to england in the 1940s .
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- residence is london- years active is 1977 - present- birth name is marian mcloughlin- birth date is 9 december 1953- name is marian mcloughlin- birth place is london , england , united kingdom- occupation is actress
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Read the bio below and try to give details on johan roux 's: - weight - ru nationalpoints - height - birth name - ru nationalyears - ru nationalcaps - ru proclubs - birth date - name - birth place - ru position - ru nationalteam Bio: johannes petrus roux , or johan roux -lrb- born 25 february 1969 -rrb- was a south african rugby player , who played for the south africa national rugby union team . he was born in pretoria . roux played as a scrum-half -lrb- 1,80 m and 80 kg -rrb- .
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- weight is 80kg- ru nationalpoints is -lrb- 10 -rrb-- height is 1.8 m- birth name is johannes petrus roux- ru nationalyears is 1994 -- 96- ru nationalcaps is 12- ru proclubs is golden lions- birth date is 25 february 1969- name is johan roux- birth place is pretoria , south africa- ru position is scrum-half- ru nationalteam is south africa
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wiki_bio_comprehension
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Answer the following question: Read the bio below and try to give details on rossella falk 's: - death place - caption - death date - birth date - name - image - birth place Bio: rossella falk -lrb- 10 november 1926 -- 5 may 2013 -rrb- was an italian actress .
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- death place is rome , italy- caption is rossella falk in 1957- death date is 5 may 2013- birth date is 10 november 1926- name is rossella falk- image is rossella falk 57.jpg- birth place is rome , italy
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wiki_bio_comprehension
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Given the question: Read the bio below and try to give details on herald marku 's: - clubs - caps - position - currentclub - years - clubnumber - youthclubs - youthyears - birth date - fullname - name - birth place - goals Bio: herald marku -lrb- born 18 may 1996 in laç -rrb- is an albanian professional footballer who currently plays for tërbuni pukë in the albanian superliga .
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- clubs is partizani tirana partizani tirana- caps is 1 6- position is midfielder- currentclub is tërbuni pukë -lrb- on loan from partizani tirana -rrb-- years is -- 2012 2012 -- 2014- clubnumber is 16- youthclubs is partizani tirana partizani tirana- youthyears is -- 2012 2012 -- 2014- birth date is 18 may 1996- fullname is herald marku- name is herald marku- birth place is laç , albania- goals is 0 0
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wiki_bio_comprehension
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zs_noopt
| 6
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train
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Please answer the following question: Read the bio below and try to give details on k. c. nicolaou 's: - residence - known for - fields - workplaces - notable students - birth date - name - image - birth place - alma mater Bio: kyriacos costa nicolaou -lrb- -rrb- is a cypriot-american chemist known for his research in the area of natural products total synthesis . he is currently harry c. and olga k. wiess professor of chemistry at rice university , having previously held academic positions at the scripps research institute/uc san diego and the university of pennsylvania .
A:
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- residence is houston , united states- known for is total synthesis total synthesis of taxol- fields is chemist- workplaces is rice university- notable students is phil baran- birth date is july 5 , 1946- name is k. c. nicolaou- image is nicilaou.jpg- birth place is karavas , cyprus- alma mater is university college london
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wiki_bio_comprehension
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Question: Read the bio below and try to give details on jean mcgarry 's: - notableworks - birth date - name - occupation - birth place - alma mater Bio: jean mcgarry is an author of fiction and a professor at the johns hopkins writing seminars .
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- notableworks is nowrap -lsb- http://www.amazon.com/stupid-michigan-literary-fiction-awards-ebook/dp/b002k8q3y2/ a bad and stupid girl -rsb- '' '' '' -lsb- http://www.amazon.com/dream-date-stories-hopkins-fiction/dp/0801869374/ dream date -rsb- '' '' -lsb- http://www.amazon.com/gallaghers-travels-johns-hopkins-fiction/dp/0801856345/ gallagher -lsb- 's travels -rsb- '' http://www.amazon.com/ocean-state-johns-hopkins-fiction-ebook/dp/b00400ohve/ ocean state -rsb- '' ''- birth date is 18 june 1948- name is jean mcgarry- occupation is novelist writing seminars , johns hopkins university , short-story writer professor and co-chair of the- birth place is providence , rhode island , united states- alma mater is harvard m.a. university , a.b. , johns hopkins university ,
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wiki_bio_comprehension
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P3
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zs_opt
| 4
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test
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Question: Read the bio below and try to give details on thomas sherwin 's: - battles - death date - allegiance - rank - birth date - serviceyears - name - branch - laterwork - image - death place - birth place Bio: thomas sherwin -lrb- july 11 , 1839 -- december 19 , 1914 -rrb- was an american civil war general and executive . he was the son of educator thomas sherwin , master of the english high school of boston . sherwin enlisted in the 22nd massachusetts volunteer infantry in 1861 as a lieutenant . the younger sherwin taught in dedham , massachusetts before the war . he was wounded at the battle of gaines ' mill on june 27 , 1862 . on april 3 , 1866 , president andrew johnson nominated sherwin for the award of the honorary grade of brevet brigadier general , united states volunteers , to rank from march 13 , 1865 , for distinguished gallantry at the battle of gettysburg and for gallant and meritorious services during the war , the u.s. senate confirmed the award on may 18 , 1866 .
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- battles is american civil war- death date is december 19 , 1914- allegiance is union- rank is brevet brigadier general- birth date is july 11 , 1839- serviceyears is 1861 -- 1865- name is thomas sherwin- branch is union army- laterwork is president , new england telephone and telegraph company- image is sherwin , thomas.jpg- death place is boston , massachusetts- birth place is boston , massachusetts
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wiki_bio_comprehension
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