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Definition: Combine the given two facts to write a concluding fact. Note that there should be some parts of the first and second facts that are not mentioned in this conclusion fact. Your combined fact should be the result of a chain between the two facts. Chains form when two facts connect together to produce a concluding fact. An example of a chain is: "pesticides cause pollution" (fact1) + "pollution can harm animals" (fact2) → "pesticides can harm animals" (conclusion fact). Parts of the concluding fact overlap with the first and the second fact. To construct such a concluding fact, a useful way is to borrow the subject from one fact and the ending conclusions from another fact.
Input: Fact 1: Cnidarians are invertebrates such as jellyfish and corals.
Fact 2: An invertebrate is an animal that has no spine, or backbone.
Output:
|
cnidarians such as jellyfish and corals have no backbone.
|
task038_qasc_combined_fact
|
NIv2
|
zs_opt
| 2
|
train
|
Given the task definition and input, reply with output. Combine the given two facts to write a concluding fact. Note that there should be some parts of the first and second facts that are not mentioned in this conclusion fact. Your combined fact should be the result of a chain between the two facts. Chains form when two facts connect together to produce a concluding fact. An example of a chain is: "pesticides cause pollution" (fact1) + "pollution can harm animals" (fact2) → "pesticides can harm animals" (conclusion fact). Parts of the concluding fact overlap with the first and the second fact. To construct such a concluding fact, a useful way is to borrow the subject from one fact and the ending conclusions from another fact.
Fact 1: Bone is less flexible than cartilage but stronger.
Fact 2: Tissues include bone and cartilage, bone marrow and corneas.
|
Some bodily tissues are flexible, while others are strong.
|
task038_qasc_combined_fact
|
NIv2
|
zs_opt
| 5
|
train
|
Combine the given two facts to write a concluding fact. Note that there should be some parts of the first and second facts that are not mentioned in this conclusion fact. Your combined fact should be the result of a chain between the two facts. Chains form when two facts connect together to produce a concluding fact. An example of a chain is: "pesticides cause pollution" (fact1) + "pollution can harm animals" (fact2) → "pesticides can harm animals" (conclusion fact). Parts of the concluding fact overlap with the first and the second fact. To construct such a concluding fact, a useful way is to borrow the subject from one fact and the ending conclusions from another fact.
Example input: Fact1: pesticides cause pollution.
Fact2: pollution can harm animals.
Example output: pesticides can harm animals.
Example explanation: This is a good concluding fact that is entailed from combining Fact1 and Fact2. Also, it does not contain everything present in Fact1 and Fact2.
Q: Fact 1: Lymphocytes are the key cells involved in the immune response.
Fact 2: Lymphocytes are produced in the bone marrow.
A:
|
the key cells involved in the immune response are produced in the bone marrow.
|
task038_qasc_combined_fact
|
NIv2
|
fs_opt
| 3
|
train
|
Detailed Instructions: Combine the given two facts to write a concluding fact. Note that there should be some parts of the first and second facts that are not mentioned in this conclusion fact. Your combined fact should be the result of a chain between the two facts. Chains form when two facts connect together to produce a concluding fact. An example of a chain is: "pesticides cause pollution" (fact1) + "pollution can harm animals" (fact2) → "pesticides can harm animals" (conclusion fact). Parts of the concluding fact overlap with the first and the second fact. To construct such a concluding fact, a useful way is to borrow the subject from one fact and the ending conclusions from another fact.
Problem:Fact 1: a fire requires oxygen to burn.
Fact 2: Oxygen-enriched air is a fire hazard because the burning rate of combustible materials is increased.
Solution:
|
The more oxygen that is present, the greater the burn rate.
|
task038_qasc_combined_fact
|
NIv2
|
zs_opt
| 8
|
train
|
Combine the given two facts to write a concluding fact. Note that there should be some parts of the first and second facts that are not mentioned in this conclusion fact. Your combined fact should be the result of a chain between the two facts. Chains form when two facts connect together to produce a concluding fact. An example of a chain is: "pesticides cause pollution" (fact1) + "pollution can harm animals" (fact2) → "pesticides can harm animals" (conclusion fact). Parts of the concluding fact overlap with the first and the second fact. To construct such a concluding fact, a useful way is to borrow the subject from one fact and the ending conclusions from another fact.
--------
Question: Fact 1: a compass is used to navigate oceans.
Fact 2: Ocean waves travel on the surface of the water.
Answer: A compass is used to travel on the surface of the water.
Question: Fact 1: a prism is used for refracting light.
Fact 2: Refraction is the bending of a ray of light.
Answer: A prism can be used to bend a ray of light.
Question: Fact 1: Some arthropods have special excretory structures.
Fact 2: Crustaceans are, like insects, arthropods.
Answer:
|
Crustaceans and insects have special excretory structures.
|
task038_qasc_combined_fact
|
NIv2
|
fs_opt
| 7
|
train
|
Instructions: Combine the given two facts to write a concluding fact. Note that there should be some parts of the first and second facts that are not mentioned in this conclusion fact. Your combined fact should be the result of a chain between the two facts. Chains form when two facts connect together to produce a concluding fact. An example of a chain is: "pesticides cause pollution" (fact1) + "pollution can harm animals" (fact2) → "pesticides can harm animals" (conclusion fact). Parts of the concluding fact overlap with the first and the second fact. To construct such a concluding fact, a useful way is to borrow the subject from one fact and the ending conclusions from another fact.
Input: Fact 1: DNA is found in chromosomes.
Fact 2: Chromosomes are located in the nucleus of a cell.
Output:
|
DNA is found in the nucleus of a cell.
|
task038_qasc_combined_fact
|
NIv2
|
zs_opt
| 3
|
train
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
Combine the given two facts to write a concluding fact. Note that there should be some parts of the first and second facts that are not mentioned in this conclusion fact. Your combined fact should be the result of a chain between the two facts. Chains form when two facts connect together to produce a concluding fact. An example of a chain is: "pesticides cause pollution" (fact1) + "pollution can harm animals" (fact2) → "pesticides can harm animals" (conclusion fact). Parts of the concluding fact overlap with the first and the second fact. To construct such a concluding fact, a useful way is to borrow the subject from one fact and the ending conclusions from another fact.
Fact1: pesticides cause pollution.
Fact2: pollution can harm animals.
Solution: pesticides can harm animals.
Why? This is a good concluding fact that is entailed from combining Fact1 and Fact2. Also, it does not contain everything present in Fact1 and Fact2.
New input: Fact 1: Fungi are the only organisms that can decompose wood.
Fact 2: Wood comes from trees.
Solution:
|
Fungi are the only organisms that can decompose dead trees.
|
task038_qasc_combined_fact
|
NIv2
|
fs_opt
| 0
|
train
|
Combine the given two facts to write a concluding fact. Note that there should be some parts of the first and second facts that are not mentioned in this conclusion fact. Your combined fact should be the result of a chain between the two facts. Chains form when two facts connect together to produce a concluding fact. An example of a chain is: "pesticides cause pollution" (fact1) + "pollution can harm animals" (fact2) → "pesticides can harm animals" (conclusion fact). Parts of the concluding fact overlap with the first and the second fact. To construct such a concluding fact, a useful way is to borrow the subject from one fact and the ending conclusions from another fact.
--------
Question: Fact 1: Blood type is important for medical reasons.
Fact 2: Transplants are medical miracles.
Answer: Blood type is important for Transplants.
Question: Fact 1: Animals adapt to cold temperatures.
Fact 2: Adaptation living things adapt to their environment.
Answer: Animals are living things.
Question: Fact 1: thick fur can be used for keeping warm.
Fact 2: All bears are covered with heavy fur.
Answer:
|
bears can keep warm.
|
task038_qasc_combined_fact
|
NIv2
|
fs_opt
| 7
|
train
|
Combine the given two facts to write a concluding fact. Note that there should be some parts of the first and second facts that are not mentioned in this conclusion fact. Your combined fact should be the result of a chain between the two facts. Chains form when two facts connect together to produce a concluding fact. An example of a chain is: "pesticides cause pollution" (fact1) + "pollution can harm animals" (fact2) → "pesticides can harm animals" (conclusion fact). Parts of the concluding fact overlap with the first and the second fact. To construct such a concluding fact, a useful way is to borrow the subject from one fact and the ending conclusions from another fact.
Q: Fact 1: the number of rings in a tree trunk can be used to estimate the age of the tree.
Fact 2: If you want to find the age of a forest, you find the tree with the highest number of tree rings.
A: to estimate the age of a forest, find the tree with the highest number of rings.
****
Q: Fact 1: pesticides can cause pollution.
Fact 2: Air pollution harms the ecosystem.
A: pesticides can harm the ecosystem.
****
Q: Fact 1: a watch is used for measuring time.
Fact 2: Times are measured in seconds.
A:
|
A watch can be used to measure seconds.
****
|
task038_qasc_combined_fact
|
NIv2
|
fs_opt
| 4
|
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.
Combine the given two facts to write a concluding fact. Note that there should be some parts of the first and second facts that are not mentioned in this conclusion fact. Your combined fact should be the result of a chain between the two facts. Chains form when two facts connect together to produce a concluding fact. An example of a chain is: "pesticides cause pollution" (fact1) + "pollution can harm animals" (fact2) → "pesticides can harm animals" (conclusion fact). Parts of the concluding fact overlap with the first and the second fact. To construct such a concluding fact, a useful way is to borrow the subject from one fact and the ending conclusions from another fact.
Fact1: pesticides cause pollution.
Fact2: pollution can harm animals.
Solution: pesticides can harm animals.
Why? This is a good concluding fact that is entailed from combining Fact1 and Fact2. Also, it does not contain everything present in Fact1 and Fact2.
New input: Fact 1: a gasoline lawn mower converts gasoline into motion.
Fact 2: Gasoline is made up of hydrocarbons.
Solution:
|
a lawn mower converts hydrocarbons into motion.
|
task038_qasc_combined_fact
|
NIv2
|
fs_opt
| 0
|
validation
|
Given a story, answer the question about the story. The question is the last sentence in the input. The story has one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.
[EX Q]: Aiden entered the hallway. Mason entered the hallway. The pear is in the red_envelope. Phone rang. Mason exited the hallway. Aiden moved the pear to the red_bottle. Where is the pear really?
[EX A]: red_bottle
[EX Q]: Owen entered the TV_room. Jacob entered the TV_room. The broccoli is in the blue_pantry. Jacob exited the TV_room. Owen moved the broccoli to the red_suitcase. Owen exited the TV_room. Jacob entered the TV_room. Where does Owen think that Jacob searches for the broccoli?
[EX A]: blue_pantry
[EX Q]: Isabella entered the crawlspace. Amelia entered the crawlspace. The celery is in the green_box. Amelia exited the crawlspace. Isabella moved the celery to the blue_box. Isabella exited the crawlspace. Amelia entered the crawlspace. Where was the celery at the beginning?
[EX A]:
|
green_box
|
task152_tomqa_find_location_easy_noise
|
NIv2
|
fs_opt
| 6
|
train
|
Given a story, answer the question about the story. The question is the last sentence in the input. The story has one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.
Example input: Isabella entered the hall. Olivia entered the hall. Phone rang. The apple is in the blue_treasure_chest. Olivia exited the hall. Isabella moved the apple to the green_basket. Where does Isabella think that Olivia searches for the apple?
Example output: blue_treasure_chest
Example explanation: Since Olivia was no longer in the hall, she last remembers the apple being in the blue_treasure_chest even though Isabella moved it to the green_basket. Since Isabella was in the hall the entire time, she knows where Olivia will look for it.
Q: Jayden entered the front_yard. Owen entered the front_yard. The broccoli is in the red_treasure_chest. Phone rang. Owen exited the front_yard. Jayden moved the broccoli to the blue_bathtub. Phone rang. Jayden exited the front_yard. Owen entered the front_yard. Where was the broccoli at the beginning?
A:
|
red_treasure_chest
|
task152_tomqa_find_location_easy_noise
|
NIv2
|
fs_opt
| 3
|
train
|
Teacher:Given a story, answer the question about the story. The question is the last sentence in the input. The story has one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.
Teacher: Now, understand the problem? Solve this instance: Abigail entered the dining_room. Mason entered the dining_room. The turnip is in the blue_pantry. Mason exited the dining_room. Abigail moved the turnip to the red_box. Phone rang. Abigail exited the dining_room. Mason entered the dining_room. Where does Abigail think that Mason searches for the turnip?
Student:
|
blue_pantry
|
task152_tomqa_find_location_easy_noise
|
NIv2
|
zs_opt
| 6
|
train
|
Given a story, answer the question about the story. The question is the last sentence in the input. The story has one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.
Ex Input:
Amelia entered the cellar. Jackson entered the cellar. The potato is in the red_box. Amelia moved the potato to the blue_suitcase. Where is the potato really?
Ex Output:
blue_suitcase
Ex Input:
Liam entered the living_room. Jacob entered the living_room. The peach is in the green_treasure_chest. Liam moved the peach to the blue_box. Where is the peach really?
Ex Output:
blue_box
Ex Input:
Aiden entered the porch. Evelyn entered the porch. The beans is in the green_envelope. Phone rang. Evelyn exited the porch. Aiden moved the beans to the red_pantry. Aiden exited the porch. Evelyn entered the porch. Where is the beans really?
Ex Output:
|
red_pantry
|
task152_tomqa_find_location_easy_noise
|
NIv2
|
fs_opt
| 1
|
train
|
Given a story, answer the question about the story. The question is the last sentence in the input. The story has one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.
Let me give you an example: Isabella entered the hall. Olivia entered the hall. Phone rang. The apple is in the blue_treasure_chest. Olivia exited the hall. Isabella moved the apple to the green_basket. Where does Isabella think that Olivia searches for the apple?
The answer to this example can be: blue_treasure_chest
Here is why: Since Olivia was no longer in the hall, she last remembers the apple being in the blue_treasure_chest even though Isabella moved it to the green_basket. Since Isabella was in the hall the entire time, she knows where Olivia will look for it.
OK. solve this:
Jacob entered the hallway. Olivia entered the hallway. The grapes is in the red_crate. Olivia exited the hallway. Jacob moved the grapes to the green_suitcase. Where is the grapes really?
Answer:
|
green_suitcase
|
task152_tomqa_find_location_easy_noise
|
NIv2
|
fs_opt
| 8
|
train
|
Teacher: Given a story, answer the question about the story. The question is the last sentence in the input. The story has one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.
Teacher: Now, understand the problem? If you are still confused, see the following example:
Isabella entered the hall. Olivia entered the hall. Phone rang. The apple is in the blue_treasure_chest. Olivia exited the hall. Isabella moved the apple to the green_basket. Where does Isabella think that Olivia searches for the apple?
Solution: blue_treasure_chest
Reason: Since Olivia was no longer in the hall, she last remembers the apple being in the blue_treasure_chest even though Isabella moved it to the green_basket. Since Isabella was in the hall the entire time, she knows where Olivia will look for it.
Now, solve this instance: Phone rang. William entered the cellar. Emily entered the cellar. The grapes is in the green_envelope. Emily exited the cellar. Phone rang. William moved the grapes to the green_treasure_chest. William exited the cellar. Emily entered the cellar. Where will Emily look for the grapes?
Student:
|
green_treasure_chest
|
task152_tomqa_find_location_easy_noise
|
NIv2
|
fs_opt
| 2
|
train
|
Instructions: Given a story, answer the question about the story. The question is the last sentence in the input. The story has one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.
Input: Aria entered the hall. Sophia entered the hall. The beans is in the blue_box. Sophia exited the hall. Aria moved the beans to the green_envelope. Aria exited the hall. Sophia entered the hall. Where does Aria think that Sophia searches for the beans?
Output:
|
blue_box
|
task152_tomqa_find_location_easy_noise
|
NIv2
|
zs_opt
| 3
|
train
|
Given a story, answer the question about the story. The question is the last sentence in the input. The story has one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.
Example input: Isabella entered the hall. Olivia entered the hall. Phone rang. The apple is in the blue_treasure_chest. Olivia exited the hall. Isabella moved the apple to the green_basket. Where does Isabella think that Olivia searches for the apple?
Example output: blue_treasure_chest
Example explanation: Since Olivia was no longer in the hall, she last remembers the apple being in the blue_treasure_chest even though Isabella moved it to the green_basket. Since Isabella was in the hall the entire time, she knows where Olivia will look for it.
Q: Charlotte entered the workshop. Mia entered the workshop. The lettuce is in the green_cupboard. Charlotte moved the lettuce to the green_drawer. Phone rang. Where was the lettuce at the beginning?
A:
|
green_cupboard
|
task152_tomqa_find_location_easy_noise
|
NIv2
|
fs_opt
| 3
|
train
|
Given a story, answer the question about the story. The question is the last sentence in the input. The story has one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.
Example Input: Alexander entered the master_bedroom. Abigail entered the master_bedroom. The corn is in the green_pantry. Alexander moved the corn to the green_box. Where is the corn really?
Example Output: green_box
Example Input: Jayden entered the office. Phone rang. Jackson entered the office. The asparagus is in the blue_container. Jackson exited the office. Jayden moved the asparagus to the blue_cupboard. Jayden exited the office. Phone rang. Jackson entered the office. Where was the asparagus at the beginning?
Example Output: blue_container
Example Input: Abigail entered the playroom. Charlotte entered the playroom. The green_pepper is in the blue_cupboard. Phone rang. Abigail moved the green_pepper to the blue_pantry. Where will Charlotte look for the green_pepper?
Example Output:
|
blue_pantry
|
task152_tomqa_find_location_easy_noise
|
NIv2
|
fs_opt
| 3
|
test
|
Given a story, answer the question about the story. The question is the last sentence in the input. The story has one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.
One example: Isabella entered the hall. Olivia entered the hall. Phone rang. The apple is in the blue_treasure_chest. Olivia exited the hall. Isabella moved the apple to the green_basket. Where does Isabella think that Olivia searches for the apple?
Solution is here: blue_treasure_chest
Explanation: Since Olivia was no longer in the hall, she last remembers the apple being in the blue_treasure_chest even though Isabella moved it to the green_basket. Since Isabella was in the hall the entire time, she knows where Olivia will look for it.
Now, solve this: Hannah entered the master_bedroom. Owen entered the master_bedroom. The onion is in the green_pantry. Owen exited the master_bedroom. Hannah moved the onion to the blue_suitcase. Where was the onion at the beginning?
Solution:
|
green_pantry
|
task152_tomqa_find_location_easy_noise
|
NIv2
|
fs_opt
| 6
|
validation
|
Given a paragraph about cooking, and a set of conversational question answers about the paragraph, answer a follow-up question from the paragraph. The paragraph has a prefix 'CONTEXT:'. Each conversation question has a prefix 'Q:' followed by answer prefix 'A:'. The final followup question has a prefix 'FOLLOWUP_Q:'.
One example is below.
Q: CONTEXT: What I've done in the past is mist some water on both sides of the bread slices, then put them in the microwave for 10-15 seconds (alternatively, an oven set at 300F/150C for 5-10 minutes will do it too).Experiment with the amount of water (but keep it low) and cooking times. You should get much softer (and warm) bread slices out of it. <sep> Q: How do I make whole multi grain bread softer? A: mist some water on both sides of the bread slices <sep> FOLLOWUP_Q: Does that make it soggy?
A: Experiment with the amount of water (but keep it low)
Rationale: Here the follow-up question asks about a way to make the bread softer. The answer (Experiment with the amount of water) is mentioned in the passage.
Q: CONTEXT: Yes, you can entirely replace water with milk. The main thing to be aware of is how prone it is to boiling over. Milk will eagerly do that on its own, and starchy water will too, so the combination has to be cooked on very low heat to avoid making a huge mess. (I think this is why the original recipe starts with water: less time with potential for boiling over, and more stable temperature when you add the milk.) You'll also probably want to be more careful about stirring the first time; if the heat is a little higher than you realize, you will start accumulating a layer on the bottom of the pan.If you want them to cook faster and have less potential boiling over to worry about, you can always presoak in milk beforehand. I've done this overnight in the fridge, which was enough to let me make (admittedly slightly chewy) steel-cut oats in the microwave the next morning. <sep> Q: Steel Cut Oats: cooking in milk vs. water###Most of the recipes I've seen (including Good Eats) recommend simmering the oats in 4 cups of liquid for 1 cup of oats. Alton Brown recommends 3 cups of water for ~25 mins and then (1/2 cup of milk + 1/2 cup of buttermilk) for ~10 mins.###However, I would like to do away with water entirely (just curious). Could I just simmer 1 cup of oats in 4 cups of milk for ~40mins? A: you can entirely replace water with milk. The main thing to be aware of is how prone it is to boiling over. Milk will eagerly do that on its own Q: is the first ~25mins of simmering in water designed to maximize water absorption? A: the combination has to be cooked on very low heat to avoid making a huge mess. (I think this is why the original recipe starts with water: less time with potential for boiling over Q: Also, if anyone has cooked oats mostly in milk before, I'd like to hear their opinion as well###Thank you A: If you want them to cook faster and have less potential boiling over to worry about, you can always presoak in milk beforehand Q: That sounds helpful. Thanks for the tip A: I've done this overnight in the fridge, which was enough to let me make (admittedly slightly chewy) steel-cut oats in the microwave the next morning <sep> FOLLOWUP_Q: Okay. Anything else that I should know
A:
|
You'll also probably want to be more careful about stirring the first time; if the heat is a little higher than you realize, you will start accumulating a layer on the bottom of the pan
|
task1438_doqa_cooking_answer_generation
|
NIv2
|
fs_opt
| 9
|
train
|
Teacher: Given a paragraph about cooking, and a set of conversational question answers about the paragraph, answer a follow-up question from the paragraph. The paragraph has a prefix 'CONTEXT:'. Each conversation question has a prefix 'Q:' followed by answer prefix 'A:'. The final followup question has a prefix 'FOLLOWUP_Q:'.
Teacher: Now, understand the problem? If you are still confused, see the following example:
CONTEXT: What I've done in the past is mist some water on both sides of the bread slices, then put them in the microwave for 10-15 seconds (alternatively, an oven set at 300F/150C for 5-10 minutes will do it too).Experiment with the amount of water (but keep it low) and cooking times. You should get much softer (and warm) bread slices out of it. <sep> Q: How do I make whole multi grain bread softer? A: mist some water on both sides of the bread slices <sep> FOLLOWUP_Q: Does that make it soggy?
Solution: Experiment with the amount of water (but keep it low)
Reason: Here the follow-up question asks about a way to make the bread softer. The answer (Experiment with the amount of water) is mentioned in the passage.
Now, solve this instance: CONTEXT: I would cook the Brie at that same temperature for 30-35 minutes and it should be okay.Alternatively, you could cook the roast fully, remove it from the oven, tent it with foil and then cook the Brie. The meat can rest while the Brie is cooking and being eaten. Prior to slicing the roast, heat up the pan drippings to a sizzling temp and baste to ensure a crispy crust. But if the appetizer course happens to last for 20-30 minutes, then the roast will have been resting for 40-50 minutes and could lose too much internal heat. <sep> Q: How to adjust an oven to accommodate two items with different cook times and temperatures? A: I would Q: A roast and brie as an appetizer A: I would cook the Brie at that same temperature for 30-35 minutes and it should be okay <sep> FOLLOWUP_Q: Should the brie be served watm or cold?###warm ooops
Student:
|
Prior to slicing the roast, heat up the pan drippings to a sizzling temp and baste to ensure a crispy crust
|
task1438_doqa_cooking_answer_generation
|
NIv2
|
fs_opt
| 2
|
train
|
Definition: Given a paragraph about cooking, and a set of conversational question answers about the paragraph, answer a follow-up question from the paragraph. The paragraph has a prefix 'CONTEXT:'. Each conversation question has a prefix 'Q:' followed by answer prefix 'A:'. The final followup question has a prefix 'FOLLOWUP_Q:'.
Input: CONTEXT: Garlic will spoil faster in the fridge actually. I don't know how long it will last in the fridge, but I understand that it lasts longer if you leave it in a cool, dark, dry storage. I believe one reason is that your fridge is generally too humid. In my experience, garlic kept in the fridge is also more likely to develop mould (goes soft, and dark discolouration).I keep mine in a ceramic thing in one of my cupboards. It lasts anywhere from a few weeks to a few months depending on the garlic (probably how long it sat before getting to my kitchen). If you store it like that, garlic that goes "bad" will usually start to sprout (green shoots, will come through the top. <sep> Q: What is the shelf life of a garlic bulb, with the "skin" still on, left in the fridge? A: Garlic will spoil faster in the fridge actually. I don't know how long it will last in the fridge <sep> FOLLOWUP_Q: What would the garlic look like if it had indeed spoiled?
Output:
|
In my experience, garlic kept in the fridge is also more likely to develop mould (goes soft, and dark discolouration
|
task1438_doqa_cooking_answer_generation
|
NIv2
|
zs_opt
| 2
|
train
|
Given a paragraph about cooking, and a set of conversational question answers about the paragraph, answer a follow-up question from the paragraph. The paragraph has a prefix 'CONTEXT:'. Each conversation question has a prefix 'Q:' followed by answer prefix 'A:'. The final followup question has a prefix 'FOLLOWUP_Q:'.
Q: CONTEXT: Scallions are very touchy. You don't want them to dry out, and yet you don't want them too wet or they will get slimy and disgusting.What works best for me is remove any binding holding them together (e.g. rubber band or twisty-tie), (and certainly trim off any parts of the scallions that are already damaged and/or slimy), don't wash until you are ready to use them, wrap the bunch of scallions loosely (but completely covered) in a paper towel, and then store that wrapped bundle in a flimsy plastic bag (maybe the one you brought them home from the supermarket in) in your refrigerator. Sounds "fussy" when you lay out all the steps like that, but really, it's not a whole lot of work. Removing the rubber band etc. prevents damage where it would cut into the veg. flesh, paper towel absorbs condensation & liquid water which will rot the scallions (paper towel will prob. become slightly damp after a while in the fridge, but this is OK), plastic bag prevents evaporation of moist air.I find this works well for lots of greens, esp. cilantro - the worst offender in the demanding vegetables category.P.S. If you aren't too squeamish, you can even remove the very outermost layer of a scallion which has begun to "slime-out", wash the remainder right before using - & it's fine! <sep> Q: How do I preserve scallions? A: Scallions are very touchy. You don't want them to dry out, and yet you don't want them too wet or they will get slimy and disgusting <sep> FOLLOWUP_Q: Is there a good way to prevent the green part from drying out?
A:
|
don't wash until you are ready to use them
|
task1438_doqa_cooking_answer_generation
|
NIv2
|
zs_opt
| 4
|
train
|
Definition: Given a paragraph about cooking, and a set of conversational question answers about the paragraph, answer a follow-up question from the paragraph. The paragraph has a prefix 'CONTEXT:'. Each conversation question has a prefix 'Q:' followed by answer prefix 'A:'. The final followup question has a prefix 'FOLLOWUP_Q:'.
Input: CONTEXT: Probably not. Cans are generally marked at point of filling, not at point of manufacturingThe plastic liner looks plastic'y in all cases, it's very hard to tell. Epoxy is harder than other plastics, but there are epoxies that are BPA free anywayAluminium cans are more likely have a epoxy liner that will give off a trace of BPAMany steel cans do not use epoxy or other BPA plasticsHaving said that the tested BPA release from a can is 100's of times lower than the recommended maximum daily dose. So in theory there is nothing to really worry aboutThe common sense answer is, if epoxy dissolved into the cans contents they wouldn't use it would they. The whole reason it's there is to stop the contents 'eating' the can <sep> Q: Is there a definitive way to know if a tin can is lined with BPA? A: Probably not. Cans are generally marked at point of filling, not at point of manufacturing <sep> FOLLOWUP_Q: Is there any sign of BPA just from looking at the inside of the can?
Output:
|
The plastic liner looks plastic'y in all cases, it's very hard to tel
|
task1438_doqa_cooking_answer_generation
|
NIv2
|
zs_opt
| 2
|
train
|
You will be given a definition of a task first, then some input of the task.
Given a paragraph about cooking, and a set of conversational question answers about the paragraph, answer a follow-up question from the paragraph. The paragraph has a prefix 'CONTEXT:'. Each conversation question has a prefix 'Q:' followed by answer prefix 'A:'. The final followup question has a prefix 'FOLLOWUP_Q:'.
CONTEXT: Don't most cake recipes require mixing dry ingredients first? Well, what's been done has been done.The standard professional chef way of getting lumps out of anything is to pass it through a fine strainer. In your case a standard metal pasta strainer should work. Put the strainer over a bowl, pour the batter in and use the back of a large spoon or ladle to gentle press the batter through. The lumps of sugar will be left over and you can just crush them then.Whipping the batter might work the gluten proteins in the flour which will make for a tough chewy texture. Some cakes actually take this into account and others it is bad, so be careful. <sep> Q: What can I do with batter that has lumpy sugar in it? A: Don't most cake recipes require mixing dry ingredients first? Well, what's been done has been done Q: Could I get some hints on how to prevent it? A: The standard professional chef way of getting lumps out of anything is to pass it through a fine strainer Q: The cake seems okay. Maybe when the lumps are small enough, the heat of the oven takes care of them? A: In your case a standard metal pasta strainer should work <sep> FOLLOWUP_Q: If I didn't strain it , is there any other method, like smashing the sugar lumps before I put it in the batter?
Output:
|
Put the strainer over a bowl, pour the batter in and use the back of a large spoon or ladle to gentle press the batter through. The lumps of sugar will be left over and you can just crush them then
|
task1438_doqa_cooking_answer_generation
|
NIv2
|
zs_opt
| 1
|
train
|
Given a paragraph about cooking, and a set of conversational question answers about the paragraph, answer a follow-up question from the paragraph. The paragraph has a prefix 'CONTEXT:'. Each conversation question has a prefix 'Q:' followed by answer prefix 'A:'. The final followup question has a prefix 'FOLLOWUP_Q:'.
Ex Input:
CONTEXT: I'm an American cornbread lover living in the UK, so I have some experience with this. In the UK and commonwealth corn flour = US cornstarch, and in the UK corn meals are coarser then their US counterparts. Coarse polenta is like ball bearings, fine polenta is still too coarse for decent cornbread and fritters. You can get fine corn meal in the UK now, which is slightly finer than your average US cornmeal, but not as fine as US corn flour. So if I'm in the US using an American recipe that calls for fine corn meal I'd just use regular corn meal, if I'm in the US using a UK recipe and it calls for fine corn meal it would probably mean fine polenta, which is what you generally get in the US. <sep> Q: What is "fine ground cornmeal"? A: I'd just use regular corn meal, if I'm in the US Q: What is the difference between "regular corn meal" in the US and other places? A: a UK recipe and it calls for fine corn meal it would probably mean fine polenta <sep> FOLLOWUP_Q: What is fine corn meal in the US?
Ex Output:
US corn flour
Ex Input:
CONTEXT: The key difference from my perspective is cleaning. Silicone is the easiest material in my kitchen to scrub clean, with the possible exception of stainless steel. Cloth is very far down the list.Also, depending on the texture of the cloth, more food will almost certainly stick to the cloth, unless it's sealed with something, in which case what is it sealed with? And how is it sealing the fiberglass in?I use the kind with a thin grid of fibers inside the silicone. It adds more stability and lets the overall thickness be thinner for better heat transmission, compared to a plain silicone silpat. As long as I don't use it as a cutting board, the fiberglass stays safely inside. It does add a very slight grid texture to the bottom of loaves, but it's barely noticeable and doesn't look bad at all.The pyramid kind, which would reduce food contact and increase drainage and airflow, sounds like it would be good for specific applications, but not something I'd make a batch of cookies on. <sep> Q: What are some differences between cloth, fiberglass and silicone baking mats? A: The key difference from my perspective is cleaning. Silicone is the easiest material in my kitchen to scrub clean, with the possible exception of stainless steel. Cloth is very far down the list <sep> FOLLOWUP_Q: What are some characteristics of the fiberglass baking mat?
Ex Output:
I use the kind with a thin grid of fibers inside the silicone. It adds more stability and lets the overall thickness be thinner for better heat transmission, compared to a plain silicone silpat
Ex Input:
CONTEXT: All of these are natural colorants but also impart a bit of flavor with them.For the raspberry layer you could use a tiny amount of beet juice to really kick the red.For yellow colors you have a few options. Saffron can work really well though I'm not sure what mango/lime/saffron tastes like. Another organic single ingredient is Achiote, which has an extremely mild sweet flavor. It's used for coloring mac and cheese and most processed cheese.Hope these ideas help. <sep> Q: How can I get stronger colors in three part pannacotta? A: For the raspberry layer you could use a tiny amount of beet juice to really kick the red Q: Are there any fruits that could improve color? A: Another organic single ingredient is Achiote Q: Would these produce natural colors? A: It's used for coloring mac and cheese and most processed cheese Q: Is there anything that could improve yellow colors? A: For yellow colors you have a few options <sep> FOLLOWUP_Q: Are there any options for white colors?
Ex Output:
|
Hope these ideas help.
|
task1438_doqa_cooking_answer_generation
|
NIv2
|
fs_opt
| 1
|
train
|
Given a paragraph about cooking, and a set of conversational question answers about the paragraph, answer a follow-up question from the paragraph. The paragraph has a prefix 'CONTEXT:'. Each conversation question has a prefix 'Q:' followed by answer prefix 'A:'. The final followup question has a prefix 'FOLLOWUP_Q:'.
[Q]: CONTEXT: Assuming you didn't do some kind of "flavor injection" treatment, there is absolutely no reason why one part of a bird would taste radically different from another. I'm going to go with "Bad Duck."Cooking the bird slowly seriously reduces the possibility of a "hot spot" causing some kind of local taste variance. Breast meat will become overdone at the point where dark meat is still tasty, but that wouldn't explain smell or taste, and unpleasant smells are almost always related to bacterial issues.If it was discolored, it could have been local bruising, which would cause some taste issues, but, again, wouldn't explain the smell. <sep> Q: What happened to my duck? A: If it was discolored, it could have been local bruising, which would cause some taste issues <sep> FOLLOWUP_Q: I had a duck in the oven later I found that the duck was foul smelling and tasting why would this happen?
[A]: Assuming you didn't do some kind of "flavor injection" treatment, there is absolutely no reason why one part of a bird would taste radically different from another
[Q]: CONTEXT: Garlic roasted as a head, as unpeeled cloves, or as peeled cloves is all much the same. It is just easier to handle unpeeled, and even easier when kept as a headFor easy results just trim the excess paper skin and roots of a whole garlic head, carefully trim just the tops of most of the clovesDon't drizzle with oil and wrap in foil, this will just make a mess, and steam them more than roast them. Garlic is already very oily, it shouldn't need any more. Roasting items should be exposed to dry heat, not steamRoast until soft and medium-dark brown. When cooled slightly, pull cloves apart and lay them out on a board. Squeeze out each clove using a firm spatula or other blunt tool. This should not be too messy. Wear disposable gloves if you don't like garlic on your hands <sep> Q: What's the easiest way to roast a large amount of garlic? A: For easy results just trim the excess paper skin and roots of a whole garlic head, carefully trim just the tops of most of the cloves <sep> FOLLOWUP_Q: Will it effect the taste if I roast an entire head of garlic instead of roasting peeled cloves?
[A]: It is just easier to handle unpeeled, and even easier when kept as a head
[Q]: CONTEXT: You can add quite a lot of tomato paste/puree but this will mask the fresh flavour of your tomatoes. I think I'd just reduce the soup down once it was made or add carrots. Carrot flavour really complements tomato soup and many tomato soups recipes require carrots. The starch will then help you thicken the soup. <sep> Q: How can I get a thicker soup from watery tomatoes? A: reduce the soup down Q: Can I use tomato paste? A: You can add quite a lot of tomato paste/puree but this will mask the fresh flavour of your tomatoes <sep> FOLLOWUP_Q: How much should I add?
[A]:
|
You can add quite a lot
|
task1438_doqa_cooking_answer_generation
|
NIv2
|
fs_opt
| 5
|
train
|
Detailed Instructions: Given a paragraph about cooking, and a set of conversational question answers about the paragraph, answer a follow-up question from the paragraph. The paragraph has a prefix 'CONTEXT:'. Each conversation question has a prefix 'Q:' followed by answer prefix 'A:'. The final followup question has a prefix 'FOLLOWUP_Q:'.
Q: CONTEXT: There are two safe ways to defrost, one more rapid than the other.First method is to defrost in the refrigerator. This keeps temperature below 40 degrees F, in the safe zone. This will, also, take a while.Second method is to defrost in the sink under cold running water. The water doesn't have to run rapidly, but it should change regularly. This will defrost the fish more rapidly than in the air (water is a better conductor of heat than air) and will keep the fish in the danger zone for the shortest period of time. If you are not going to cook it immediately, then return to the refrigerator.If you are deep frying, there are some techniques that will allow you to go direct from frozen to fried, but that is generally done in a professional kitchen where they have powerful fryers that can take the temperature hit and come back strong. <sep> Q: How do you properly defrost frozen fish? A: First method is to defrost in the refrigerator <sep> FOLLOWUP_Q: Seems like that would take a long time. How long should I leave them in the refrigerator?
A:
|
This will, also, take a while
|
task1438_doqa_cooking_answer_generation
|
NIv2
|
zs_opt
| 9
|
test
|
Given a paragraph about cooking, and a set of conversational question answers about the paragraph, answer a follow-up question from the paragraph. The paragraph has a prefix 'CONTEXT:'. Each conversation question has a prefix 'Q:' followed by answer prefix 'A:'. The final followup question has a prefix 'FOLLOWUP_Q:'.
Example: CONTEXT: What I've done in the past is mist some water on both sides of the bread slices, then put them in the microwave for 10-15 seconds (alternatively, an oven set at 300F/150C for 5-10 minutes will do it too).Experiment with the amount of water (but keep it low) and cooking times. You should get much softer (and warm) bread slices out of it. <sep> Q: How do I make whole multi grain bread softer? A: mist some water on both sides of the bread slices <sep> FOLLOWUP_Q: Does that make it soggy?
Example solution: Experiment with the amount of water (but keep it low)
Example explanation: Here the follow-up question asks about a way to make the bread softer. The answer (Experiment with the amount of water) is mentioned in the passage.
Problem: CONTEXT: You may need to add more oil, say a generous tablespoon. Also, I don't think you should need to soak those lentils first, the pressure cooker should be more than able to take them apart without any advance soak. Also be sure to use plenty of water. At least 8 cups for 1 pound of beans. <sep> Q: How do I stop the pressure cooker from clogging up when cooking lentils? A: be sure to use plenty of water. At least 8 cups for 1 pound of beans <sep> FOLLOWUP_Q: When I cook yellow lentils at home, the valve of the pressure cooker seems to clog up.### How do I prevent this?
|
Solution: You may need to add more oil, say a generous tablespoon
|
task1438_doqa_cooking_answer_generation
|
NIv2
|
fs_opt
| 5
|
validation
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether PersonX needs what is mentioned in the Tail before the Head or not. Here need is a precondition for PersonX to achieve the event. For example, in order for PersonX to give PersonY gifts, PersonX must first buy the presents. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
Head: PersonX is at PersonY's friend's house<sep>Tail: to walk up to PersonY's friend's house
Solution: Yes
Why? This is a good example. PersonX is at PersonY's friend's house. But before, PersonX needed to walk up to PersonY's friend's house.
New input: Head: PersonX faces another ___<sep>Tail: to of been challenged before
Solution:
|
Yes
|
task1202_atomic_classification_xneed
|
NIv2
|
fs_opt
| 0
|
train
|
In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether PersonX needs what is mentioned in the Tail before the Head or not. Here need is a precondition for PersonX to achieve the event. For example, in order for PersonX to give PersonY gifts, PersonX must first buy the presents. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
Example Input: Head: PersonX has the most unruly curly hair<sep>Tail: grow its hair too long
Example Output: Yes
Example Input: Head: PersonX becomes fast friends<sep>Tail: to benefit from their friendship
Example Output: No
Example Input: Head: PersonX floors it<sep>Tail: to be driving a car
Example Output:
|
Yes
|
task1202_atomic_classification_xneed
|
NIv2
|
fs_opt
| 3
|
train
|
In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether PersonX needs what is mentioned in the Tail before the Head or not. Here need is a precondition for PersonX to achieve the event. For example, in order for PersonX to give PersonY gifts, PersonX must first buy the presents. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
Q: Head: PersonX chases the rabbit<sep>Tail: attempt to catch it
A:
|
Yes
|
task1202_atomic_classification_xneed
|
NIv2
|
zs_opt
| 4
|
train
|
In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether PersonX needs what is mentioned in the Tail before the Head or not. Here need is a precondition for PersonX to achieve the event. For example, in order for PersonX to give PersonY gifts, PersonX must first buy the presents. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
Example Input: Head: PersonX gives PersonX's friend ___<sep>Tail: to pick up something for the friend
Example Output: Yes
Example Input: Head: PersonX falls to PersonY's knees<sep>Tail: to know PersonY
Example Output: Yes
Example Input: Head: PersonX allergic to bees<sep>Tail: sensitive
Example Output:
|
No
|
task1202_atomic_classification_xneed
|
NIv2
|
fs_opt
| 3
|
train
|
Instructions: In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether PersonX needs what is mentioned in the Tail before the Head or not. Here need is a precondition for PersonX to achieve the event. For example, in order for PersonX to give PersonY gifts, PersonX must first buy the presents. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
Input: Head: PersonX affects every ___<sep>Tail: good
Output:
|
No
|
task1202_atomic_classification_xneed
|
NIv2
|
zs_opt
| 3
|
train
|
In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether PersonX needs what is mentioned in the Tail before the Head or not. Here need is a precondition for PersonX to achieve the event. For example, in order for PersonX to give PersonY gifts, PersonX must first buy the presents. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
--------
Question: Head: PersonX knows the ___ intimately<sep>Tail: He plays ball with them.
Answer: Yes
Question: Head: PersonX goes ___ in the night<sep>Tail: none
Answer: Yes
Question: Head: PersonX drinks some coffee<sep>Tail: needs to go to starbucks
Answer:
|
Yes
|
task1202_atomic_classification_xneed
|
NIv2
|
fs_opt
| 7
|
train
|
Detailed Instructions: In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether PersonX needs what is mentioned in the Tail before the Head or not. Here need is a precondition for PersonX to achieve the event. For example, in order for PersonX to give PersonY gifts, PersonX must first buy the presents. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
Q: Head: PersonX closes PersonX's eyes<sep>Tail: move their eyelids
A:
|
Yes
|
task1202_atomic_classification_xneed
|
NIv2
|
zs_opt
| 9
|
train
|
Given the task definition, example input & output, solve the new input case.
In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether PersonX needs what is mentioned in the Tail before the Head or not. Here need is a precondition for PersonX to achieve the event. For example, in order for PersonX to give PersonY gifts, PersonX must first buy the presents. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
Example: Head: PersonX is at PersonY's friend's house<sep>Tail: to walk up to PersonY's friend's house
Output: Yes
This is a good example. PersonX is at PersonY's friend's house. But before, PersonX needed to walk up to PersonY's friend's house.
New input case for you: Head: PersonX holds PersonY's ground<sep>Tail: to argue
Output:
|
Yes
|
task1202_atomic_classification_xneed
|
NIv2
|
fs_opt
| 1
|
train
|
In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether PersonX needs what is mentioned in the Tail before the Head or not. Here need is a precondition for PersonX to achieve the event. For example, in order for PersonX to give PersonY gifts, PersonX must first buy the presents. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
Example Input: Head: PersonX interprets the ___ in terms<sep>Tail: to have opinions
Example Output: Yes
Example Input: Head: PersonX gets tired of it<sep>Tail: none
Example Output: Yes
Example Input: Head: PersonX almost fell<sep>Tail: none
Example Output:
|
Yes
|
task1202_atomic_classification_xneed
|
NIv2
|
fs_opt
| 3
|
test
|
Q: In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether PersonX needs what is mentioned in the Tail before the Head or not. Here need is a precondition for PersonX to achieve the event. For example, in order for PersonX to give PersonY gifts, PersonX must first buy the presents. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
Head: PersonX gets behind PersonY<sep>Tail: to go near him
A:
|
Yes
|
task1202_atomic_classification_xneed
|
NIv2
|
zs_opt
| 7
|
validation
|
Teacher: In this task, you're given a review from Amazon and your task is to generate the name of the category of the product based on the review given by the user. The categories are: kitchen, office product, watch, wireless, other, toy, digital video download, camera, jewelry, pet products, sports, industrial supplies, baby product, grocery, drugstore, home improvement, pc, shoes, automotive, digital ebook purchase, musical instruments, beauty, book, electronics, lawn and garden, apparel, home, video games, luggage, furniture, personal care appliances.
Teacher: Now, understand the problem? If you are still confused, see the following example:
Arrived broken. Manufacturer defect. Two of the legs of the base were not completely formed, so there was no way to insert the casters. I unpackaged the entire chair and hardware before noticing this. So, I'll spend twice the amount of time boxing up the whole useless thing and send it back with a 1-star review of part of a chair I never got to sit in. I will go so far as to include a picture of what their injection molding and quality assurance process missed though. I will be hesitant to buy again. It makes me wonder if there aren't missing structures and supports that don't impede the assembly process.
Solution: furniture
Reason: The customer gives a review of the product which belongs to the furniture category because we can see it from the way the customer describes his experience sharing how he unpackaged his chair.
Now, solve this instance: This is Not the same product. I have a 16 Oz I purchased for 10 dollars at whole foods. That product is thick and smooth. This product is THINNER at 2.5x the price. IT IS NOT EFFECTIVE. If you have your eczema under control using this product and you bought it at a local store, DO NOT SWITCH to this watered down amazon version or you will experience a flair up. HORRIBLE HUMAN BEINGS.
Student:
|
drugstore
|
task617_amazonreview_category_text_generation
|
NIv2
|
fs_opt
| 2
|
train
|
Teacher: In this task, you're given a review from Amazon and your task is to generate the name of the category of the product based on the review given by the user. The categories are: kitchen, office product, watch, wireless, other, toy, digital video download, camera, jewelry, pet products, sports, industrial supplies, baby product, grocery, drugstore, home improvement, pc, shoes, automotive, digital ebook purchase, musical instruments, beauty, book, electronics, lawn and garden, apparel, home, video games, luggage, furniture, personal care appliances.
Teacher: Now, understand the problem? If you are still confused, see the following example:
Arrived broken. Manufacturer defect. Two of the legs of the base were not completely formed, so there was no way to insert the casters. I unpackaged the entire chair and hardware before noticing this. So, I'll spend twice the amount of time boxing up the whole useless thing and send it back with a 1-star review of part of a chair I never got to sit in. I will go so far as to include a picture of what their injection molding and quality assurance process missed though. I will be hesitant to buy again. It makes me wonder if there aren't missing structures and supports that don't impede the assembly process.
Solution: furniture
Reason: The customer gives a review of the product which belongs to the furniture category because we can see it from the way the customer describes his experience sharing how he unpackaged his chair.
Now, solve this instance: There was no damage to box that I could see but open opening, each individually wrapped candy seemed to not be sealed correctly because they were all open. causing the candy to become stale.............
Student:
|
grocery
|
task617_amazonreview_category_text_generation
|
NIv2
|
fs_opt
| 2
|
train
|
Given the task definition and input, reply with output. In this task, you're given a review from Amazon and your task is to generate the name of the category of the product based on the review given by the user. The categories are: kitchen, office product, watch, wireless, other, toy, digital video download, camera, jewelry, pet products, sports, industrial supplies, baby product, grocery, drugstore, home improvement, pc, shoes, automotive, digital ebook purchase, musical instruments, beauty, book, electronics, lawn and garden, apparel, home, video games, luggage, furniture, personal care appliances.
Meh. I don't like these. I had lansinoh ones a few years ago that were great, should have just spent the extra money to get those again. Description says you can use these in the microwave but the packaging says not to. I did try it for about 10 seconds and it sounded like popcorn. There's no vent or whatever the description says to "open" for use in the microwave. Ended up ok but you really do need to heat them up in hot water which is not convenient for me or any breastfeeding mom I know. They are not full of the beads. Maybe two of the compartments can be full at a time. Because of this, they are very flimsy and it's hard to keep the warm beads on the top of your breast if that's where you have a clog going on. Overall pretty disappointed.
|
baby product
|
task617_amazonreview_category_text_generation
|
NIv2
|
zs_opt
| 5
|
train
|
Detailed Instructions: In this task, you're given a review from Amazon and your task is to generate the name of the category of the product based on the review given by the user. The categories are: kitchen, office product, watch, wireless, other, toy, digital video download, camera, jewelry, pet products, sports, industrial supplies, baby product, grocery, drugstore, home improvement, pc, shoes, automotive, digital ebook purchase, musical instruments, beauty, book, electronics, lawn and garden, apparel, home, video games, luggage, furniture, personal care appliances.
See one example below:
Problem: Arrived broken. Manufacturer defect. Two of the legs of the base were not completely formed, so there was no way to insert the casters. I unpackaged the entire chair and hardware before noticing this. So, I'll spend twice the amount of time boxing up the whole useless thing and send it back with a 1-star review of part of a chair I never got to sit in. I will go so far as to include a picture of what their injection molding and quality assurance process missed though. I will be hesitant to buy again. It makes me wonder if there aren't missing structures and supports that don't impede the assembly process.
Solution: furniture
Explanation: The customer gives a review of the product which belongs to the furniture category because we can see it from the way the customer describes his experience sharing how he unpackaged his chair.
Problem: Tried to get a sticker (with price) off the back with first just water (wouldn’t come off) then a dash of a light soap and water and it dissolved the material as well as ran the color. I don’t know what material this thing is made of but it certainly isn’t something you want to take to the gym or to workout with; not going to give it to the person it was intended as a gift for. Very bummed.
Solution:
|
book
|
task617_amazonreview_category_text_generation
|
NIv2
|
fs_opt
| 4
|
train
|
TASK DEFINITION: In this task, you're given a review from Amazon and your task is to generate the name of the category of the product based on the review given by the user. The categories are: kitchen, office product, watch, wireless, other, toy, digital video download, camera, jewelry, pet products, sports, industrial supplies, baby product, grocery, drugstore, home improvement, pc, shoes, automotive, digital ebook purchase, musical instruments, beauty, book, electronics, lawn and garden, apparel, home, video games, luggage, furniture, personal care appliances.
PROBLEM: Not good if you plan on getting your Fitbit wet. I wear my Fitbit during aqua aerobics. It just filled with water and clouded my screen. Only way to dry it was to take the bands off, and then take the cover off. Too much trouble so I returned it. Would not recommend.
SOLUTION: wireless
PROBLEM: Wanted this to work so badly!!! This was one of my first purchases for our house build and I was excited to have it for quick clean ups. I have only had luck turning it on one time. The installer said there is a toggle that does hit right. Trying to get someone handy to figure it out!
SOLUTION: industrial supplies
PROBLEM: Poor quality - DO NOT RECOMMEND BUYING THESE! I was unable to install a bulb transferred from current OEM light assembly to these lights - TWICE. First shipment was returned for this problem; second shipment returning for the same problem. Bulb will not seat (bulb flange interferes with screw boss on ass'y) without force / coercion. Even if you can get it to finally seat, you cannot turn it completely to lock in place. Gland for bulb o-ring is rough and inconsistently chromed leading me to suspect it would not have given good seal and eventually fogged the lights.
SOLUTION:
|
automotive
|
task617_amazonreview_category_text_generation
|
NIv2
|
fs_opt
| 8
|
train
|
You will be given a definition of a task first, then some input of the task.
In this task, you're given a review from Amazon and your task is to generate the name of the category of the product based on the review given by the user. The categories are: kitchen, office product, watch, wireless, other, toy, digital video download, camera, jewelry, pet products, sports, industrial supplies, baby product, grocery, drugstore, home improvement, pc, shoes, automotive, digital ebook purchase, musical instruments, beauty, book, electronics, lawn and garden, apparel, home, video games, luggage, furniture, personal care appliances.
Is not supported by apple and will NOT project Netflix downloaded videos onto a tv. After many hours of troubleshooting with Netflix and Apple it was determined to not be a supported product by Apple. Buyer be aware that not all images will project.
Output:
|
wireless
|
task617_amazonreview_category_text_generation
|
NIv2
|
zs_opt
| 1
|
train
|
Instructions: In this task, you're given a review from Amazon and your task is to generate the name of the category of the product based on the review given by the user. The categories are: kitchen, office product, watch, wireless, other, toy, digital video download, camera, jewelry, pet products, sports, industrial supplies, baby product, grocery, drugstore, home improvement, pc, shoes, automotive, digital ebook purchase, musical instruments, beauty, book, electronics, lawn and garden, apparel, home, video games, luggage, furniture, personal care appliances.
Input: The size is a lie. The size states that the software is a 120 MB download but it's about 240 MB. If your connection is slow I hope you have all day to download the software with many stops and restarts. After you get the software it needs a 220 MB update since it's completely out of date in April 2019. I hope you have all day again to download the update. We'll see how it works when the update finishes downloading.
Output:
|
other
|
task617_amazonreview_category_text_generation
|
NIv2
|
zs_opt
| 3
|
train
|
In this task, you're given a review from Amazon and your task is to generate the name of the category of the product based on the review given by the user. The categories are: kitchen, office product, watch, wireless, other, toy, digital video download, camera, jewelry, pet products, sports, industrial supplies, baby product, grocery, drugstore, home improvement, pc, shoes, automotive, digital ebook purchase, musical instruments, beauty, book, electronics, lawn and garden, apparel, home, video games, luggage, furniture, personal care appliances.
Example Input: I really liked the look of this product, but it was nearly impossible to get the links out to shorten the length of the band. I ended up sending the product back because I could not reconnect the links.
Example Output: wireless
Example Input: I’m so tired of hearing whore, how can someone be a whore when she is raped. This author needs to read something that explains what a whore is. A woman being raped is not a whore. I’m sorry I bought this book. Not even good enough for free. The characters are very childish. The so called hero was no hero at all. Will not purchase anything from this author again. I don’t like to write reviews. This book is why.
Example Output: digital ebook purchase
Example Input: The bottle I received did not look like the picture. The bottle I received was a pink bottle, it didn't smell like a man's cologne but the box it came in said for men. I think the bottles got switched.
Example Output:
|
beauty
|
task617_amazonreview_category_text_generation
|
NIv2
|
fs_opt
| 3
|
train
|
Teacher: In this task, you're given a review from Amazon and your task is to generate the name of the category of the product based on the review given by the user. The categories are: kitchen, office product, watch, wireless, other, toy, digital video download, camera, jewelry, pet products, sports, industrial supplies, baby product, grocery, drugstore, home improvement, pc, shoes, automotive, digital ebook purchase, musical instruments, beauty, book, electronics, lawn and garden, apparel, home, video games, luggage, furniture, personal care appliances.
Teacher: Now, understand the problem? If you are still confused, see the following example:
Arrived broken. Manufacturer defect. Two of the legs of the base were not completely formed, so there was no way to insert the casters. I unpackaged the entire chair and hardware before noticing this. So, I'll spend twice the amount of time boxing up the whole useless thing and send it back with a 1-star review of part of a chair I never got to sit in. I will go so far as to include a picture of what their injection molding and quality assurance process missed though. I will be hesitant to buy again. It makes me wonder if there aren't missing structures and supports that don't impede the assembly process.
Solution: furniture
Reason: The customer gives a review of the product which belongs to the furniture category because we can see it from the way the customer describes his experience sharing how he unpackaged his chair.
Now, solve this instance: I have not received my correct order to this day (many weeks later). I ordered this frame in the natural wood color. I received it in black. I asked for an exchange, Amazon very kindly told me I could keep the frame and they’ll also send me the right one immediate. The natural wood frame was reorder with no payment from me within moments! Awesome. 2 days later, oh no.. I get the black frame again!? I complain again asking for the natural wood color AGAIN, they tell me I need to return it to one of a ton of different location options, I don’t even need to bring it in the box AND I don’t need to print anything. Awesome, that’s great. Unfortunately I forgot/was too busy to get this done and never returned it and never got what I ordered. This is the first time this has ever happened to me with Amazon (this is an actual Amazon product) and I order very frequently. They definitely made it as simple as possible for me and I still was unable to do it. I was also just so irritated that they got it wrong not once but TWICE. I really didn’t have much hope in them getting it right on a THIRD TRY!? I mean, that’s pretty ridiculous.
Student:
|
home
|
task617_amazonreview_category_text_generation
|
NIv2
|
fs_opt
| 2
|
test
|
In this task, you're given a review from Amazon and your task is to generate the name of the category of the product based on the review given by the user. The categories are: kitchen, office product, watch, wireless, other, toy, digital video download, camera, jewelry, pet products, sports, industrial supplies, baby product, grocery, drugstore, home improvement, pc, shoes, automotive, digital ebook purchase, musical instruments, beauty, book, electronics, lawn and garden, apparel, home, video games, luggage, furniture, personal care appliances.
[EX Q]: So for some this might work perfectly. For us, this starfish looking thing worked but only for the larger stuff and even then it likes to collect on the edges instead of on the top, so some of the food particles do end up going down the drain. Update: we stopped using them because the bend would let to much though and they got stained. Im not entirely sure what they got stained with, but the picture shows the blue one and white one after about 2 months of use...which wasn't daily use to begin with. It does hold it place just fine, and it's not a complete wash, but we are already reverting back to using the normal circular metal inlay for the sink instead, and I'm not even risking using this to try and catch hair on the tub.
[EX A]: home improvement
[EX Q]: Don't know where to start because..... this waist trainer has left me with scars to my side,basically between my ribs where the grooves of d trainer hugged.i wore it to work for a day... it wasn't too tight... I ordered size medium... n I used the 2nd hooks...ladies make sure u wear u Der garment before putting it on. Honestly that's the only fault I found but that fault only earned d trainer 1 star!
[EX A]: apparel
[EX Q]: This could have been a great story with exception of the rushed ending and the terrible repetitive descriptions. The author got too carried away with describing expensive belongings to the point of ridiculousness.
[EX A]:
|
book
|
task617_amazonreview_category_text_generation
|
NIv2
|
fs_opt
| 6
|
validation
|
In this task, you are given Wikipedia articles on a range of topics as passages and a question from the passage. We ask you to answer the question by classifying the answer as 0 (False) or 1 (True)
Example Input: Passage: Axial skeleton -- The axial skeleton is the part of the skeleton that consists of the bones of the head and trunk of a vertebrate. In the human skeleton, it consists of 80 bones and is composed of six parts; the skull bones, the ossicles of the middle ear, the hyoid bone, the rib cage, sternum and the vertebral column. The axial skeleton together with the appendicular skeleton form the complete skeleton. Another definition of axial skeleton is the bones including the vertebrae, sacrum, coccyx, ribs, and sternum.
Question: is the tibia part of the axial skeleton
Example Output: 0
Example Input: Passage: Venice, Los Angeles -- Venice is a residential, commercial, and recreational beachfront neighborhood within Los Angeles, California. It is located within the urban region of western Los Angeles County known as the Westside.
Question: is venice in the city of los angeles
Example Output: 1
Example Input: Passage: Demand curve -- There is movement along a demand curve when a change in price causes the quantity demanded to change. It is important to distinguish between movement along a demand curve, and a shift in a demand curve. Movements along a demand curve happen only when the price of the good changes. When a non-price determinant of demand changes the curve shifts. These ``other variables'' are part of the demand function. They are ``merely lumped into intercept term of a simple linear demand function.'' Thus a change in a non-price determinant of demand is reflected in a change in the x-intercept causing the curve to shift along the x axis.
Question: would a change in price shift the demand curve
Example Output:
|
0
|
task1661_super_glue_classification
|
NIv2
|
fs_opt
| 3
|
train
|
Detailed Instructions: In this task, you are given Wikipedia articles on a range of topics as passages and a question from the passage. We ask you to answer the question by classifying the answer as 0 (False) or 1 (True)
Problem:Passage: The Partridge Family -- The Partridge Family is an American musical sitcom starring Shirley Jones and featuring David Cassidy. Jones played a widowed mother, and Cassidy played the oldest of her five children who embarked on a music career. It ran from September 25, 1970, until March 23, 1974, on the ABC network as part of a Friday-night lineup, and had subsequent runs in syndication. The family was loosely based on the real-life musical family The Cowsills, a popular band in the late 1960s and early 1970s.
Question: was there a father on the partridge family
Solution:
|
0
|
task1661_super_glue_classification
|
NIv2
|
zs_opt
| 8
|
train
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
In this task, you are given Wikipedia articles on a range of topics as passages and a question from the passage. We ask you to answer the question by classifying the answer as 0 (False) or 1 (True)
Passage: Property tax -- Property tax or 'house tax' is a local tax on buildings, along with appurtenant land. It is and imposed on the Possessor (not the custodian of property as per 1978, 44th amendment of constitution). It resembles the US-type wealth tax and differs from the excise-type UK rate. The tax power is vested in the states and is delegated to local bodies, specifying the valuation method, rate band, and collection procedures. The tax base is the annual rental value (ARV) or area-based rating. Owner-occupied and other properties not producing rent are assessed on cost and then converted into ARV by applying a percentage of cost, usually four percent. Vacant land is generally exempt. Central government properties are exempt. Instead a 'service charge' is permissible under executive order. Properties of foreign missions also enjoy tax exemption without requiring reciprocity. The tax is usually accompanied by service taxes, e.g., water tax, drainage tax, conservancy (sanitation) tax, lighting tax, all using the same tax base. The rate structure is flat on rural (panchayat) properties, but in the urban (municipal) areas it is mildly progressive with about 80% of assessments falling in the first two brackets.
Question: is house tax and property tax are same
Solution: 1
Why? The question asks whether the house tax is the same as property tax. As per the passage, property tax is also called house tax and so the label 1 (True) is correct.
New input: Passage: The Cover of Rolling Stone -- As the song was riding high on the charts, the magazine acquiesced to Dr. Hook's request -- sort of. The March 29, 1973 cover of Rolling Stone did indeed feature the band, but in caricature, rather than in a photograph. Also, the group's name was not used; instead the caption read simply, ``What's-Their-Names Make the Cover.''
Question: did dr. hook ever get their picture on the cover of the rolling stone
Solution:
|
1
|
task1661_super_glue_classification
|
NIv2
|
fs_opt
| 0
|
train
|
In this task, you are given Wikipedia articles on a range of topics as passages and a question from the passage. We ask you to answer the question by classifying the answer as 0 (False) or 1 (True)
Q: Passage: Peppermint extract -- Peppermint extract is an herbal extract of peppermint (Mentha x piperita) made from the essential oils of peppermint leaves. It is commonly used in cooking, as a dietary supplement, as an herbal or alternative medicine, and as a pest repellent. The liquid is obtained by extracting the oils from dried or fresh leaves and the flowering tops of the plant using alcohol and is commonly sold in 1 oz. or 4 oz. bottles.
Question: is peppermint oil and peppermint extract the same thing
A:
|
0
|
task1661_super_glue_classification
|
NIv2
|
zs_opt
| 4
|
train
|
Detailed Instructions: In this task, you are given Wikipedia articles on a range of topics as passages and a question from the passage. We ask you to answer the question by classifying the answer as 0 (False) or 1 (True)
Problem:Passage: Free! (TV series) -- A 12-episode third season titled Free! Dive to the Future will premiere on July 11, 2018. Eisaku Kawanami will return to direct the new series, while all the staff and cast are set to reprise their roles.
Question: is there going to be a season 3 of free iwatobi swim club
Solution:
|
1
|
task1661_super_glue_classification
|
NIv2
|
zs_opt
| 8
|
train
|
Given the task definition, example input & output, solve the new input case.
In this task, you are given Wikipedia articles on a range of topics as passages and a question from the passage. We ask you to answer the question by classifying the answer as 0 (False) or 1 (True)
Example: Passage: Property tax -- Property tax or 'house tax' is a local tax on buildings, along with appurtenant land. It is and imposed on the Possessor (not the custodian of property as per 1978, 44th amendment of constitution). It resembles the US-type wealth tax and differs from the excise-type UK rate. The tax power is vested in the states and is delegated to local bodies, specifying the valuation method, rate band, and collection procedures. The tax base is the annual rental value (ARV) or area-based rating. Owner-occupied and other properties not producing rent are assessed on cost and then converted into ARV by applying a percentage of cost, usually four percent. Vacant land is generally exempt. Central government properties are exempt. Instead a 'service charge' is permissible under executive order. Properties of foreign missions also enjoy tax exemption without requiring reciprocity. The tax is usually accompanied by service taxes, e.g., water tax, drainage tax, conservancy (sanitation) tax, lighting tax, all using the same tax base. The rate structure is flat on rural (panchayat) properties, but in the urban (municipal) areas it is mildly progressive with about 80% of assessments falling in the first two brackets.
Question: is house tax and property tax are same
Output: 1
The question asks whether the house tax is the same as property tax. As per the passage, property tax is also called house tax and so the label 1 (True) is correct.
New input case for you: Passage: Convulsion -- A convulsion is a medical condition where body muscles contract and relax rapidly and repeatedly, resulting in an uncontrolled shaking of the body. Because epileptic seizures typically include convulsions, the term convulsion is sometimes used as a synonym for seizure. However, not all epileptic seizures lead to convulsions, and not all convulsions are caused by epileptic seizures. Convulsions are also consistent with an electric shock and improper enriched air scuba diving. For non-epileptic convulsions, see non-epileptic seizures.
Question: is a seizure and a convulsion the same
Output:
|
0
|
task1661_super_glue_classification
|
NIv2
|
fs_opt
| 1
|
train
|
Teacher:In this task, you are given Wikipedia articles on a range of topics as passages and a question from the passage. We ask you to answer the question by classifying the answer as 0 (False) or 1 (True)
Teacher: Now, understand the problem? Solve this instance: Passage: List of glaciers in Glacier National Park (U.S.) -- There are at least 35 named glaciers in Glacier National Park (U.S.). In 1850, the area now comprising the national park had 150 glaciers. There are 25 active glaciers remaining in the park today. Since the ice ages stopped 10,000 years ago, there have been many slight climate shifts causing periods of glacier growth or melt-back. The glaciers are currently being studied to see the effect of global warming It is estimated that if current warming trends continue, there will be no glaciers left in the park by 2030.
Question: is there a glacier in glacier national park
Student:
|
1
|
task1661_super_glue_classification
|
NIv2
|
zs_opt
| 6
|
train
|
TASK DEFINITION: In this task, you are given Wikipedia articles on a range of topics as passages and a question from the passage. We ask you to answer the question by classifying the answer as 0 (False) or 1 (True)
PROBLEM: Passage: Aneurysm -- An aneurysm is a localized, abnormal, weak spot on a blood vessel wall that causes an outward bulging, likened to a bubble or balloon. Aneurysms are a result of a weakened blood vessel wall, and may be a result of a hereditary condition or an acquired disease. Aneurysms can also be a nidus (starting point) for clot formation (thrombosis) and embolization. The word is from Greek: ἀνεύρυσμα, aneurysma, ``dilation'', from ἀνευρύνειν, aneurynein, ``to dilate''. As an aneurysm increases in size, the risk of rupture increases, leading to uncontrolled bleeding. Although they may occur in any blood vessel, particularly lethal examples include aneurysms of the Circle of Willis in the brain, aortic aneurysms affecting the thoracic aorta, and abdominal aortic aneurysms. Aneurysms can arise in the heart itself following a heart attack, including both ventricular and atrial septal aneurysms.
Question: is an embolism the same as an aneurysm
SOLUTION: 0
PROBLEM: Passage: TLC (group) -- Following the unsuccessful debut solo album, Supernova, Lopes started working on her second solo album. On April 25, 2002, before the album was completed, Lopes died in a car crash while filming a documentary in Honduras, which would later be released as The Last Days of Left Eye in 2007 on VH1. After taking a hiatus following Lopes' death, Watkins, Thomas, and Austin decided that they would complete the remainder of their fourth album, to be called 3D, which also featured production from Rodney Jerkins, The Neptunes, Raphael Saadiq, Missy Elliott and Timbaland. A decision was also made that TLC would retire after the release and promotion of 3D, rather than replace Lopes and continue as a group. However, ultimately they chose to carry on as a duo. Lopes appears vocally on 3D as she had already completed her vocals for two songs for the new album. Another two other songs featured her vocals from previously unreleased songs. Several of the songs eulogized Lopes. 3D was released on November 12, 2002.
Question: are all the members of tlc still alive
SOLUTION: 0
PROBLEM: Passage: Gibraltar pound -- Notes issued are either backed by Bank of England notes at a rate of one pound to one pound sterling, or can be backed by securities issued by the Government of Gibraltar. Although Gibraltar notes are denominated in ``pounds sterling'', they are not legal tender anywhere in the United Kingdom. Gibraltar's coins are the same weight, size and metal as British coins, although the designs are different, and they are occasionally found in circulation across Britain.
Question: can gibraltar coins be used in the uk
SOLUTION:
|
0
|
task1661_super_glue_classification
|
NIv2
|
fs_opt
| 8
|
train
|
In this task, you are given Wikipedia articles on a range of topics as passages and a question from the passage. We ask you to answer the question by classifying the answer as 0 (False) or 1 (True)
Ex Input:
Passage: Hole in one -- Holes in one most commonly occur on par 3 holes, the shortest distance holes on a standard size golf course. Longer hitters have also accomplished this feat on longer holes, though nearly all par 4 and par 5 holes are too long for golfers to reach in a single shot. While well known outside of golf and often requiring a well hit shot and significant power, holes in one are considered to also contain an element of luck. As such, they are more common and considered less impressive than other hole accomplishments such as completing a par 5 in two shots (an albatross). As of October 2008, a condor (four under par) hole-in-one on a par 5 hole had been recorded on four occasions, aided by thin air at high altitude, or by cutting the corner on a doglegged or horseshoe-shaped hole.
Question: has there ever been a par 5 hole in one
Ex Output:
1
Ex Input:
Passage: Speed limits in Germany -- General speed limits in Germany are set by the federal government. All limits are multiples of 5 km/h. There are two default speed limits: 50 km/h (31 mph) inside built-up areas and 100 km/h (62 mph) outside built-up areas. While parts of the autobahns and many other freeway-style highways have posted limits up to 130 km/h (81 mph) based on accident experience, congestion and other factors, many rural sections have no general speed limit. The German Highway Code (Straßenverkehrsordnung) section on speed begins with the requirement which may be rendered in English:
Question: is there no speed limit on the autobahn
Ex Output:
0
Ex Input:
Passage: Lakers–Clippers rivalry -- The Lakers and Clippers often play doubleheaders at Staples Center, having played back-to-back games on the same day almost 60 times as of 2012. Most of the doubleheaders have occurred on a Saturday or Sunday, where afternoon games are common. Usually, since the Lakers are partially owned by Staples Center owner AEG ,The Clippers will play at 12:30 PST while the Lakers then play at 7;30 PST. Separate admission is required for each game, with each team playing a different opponent. In between games, the court is reassembled with the respective home team's floor, which differ only in their paint scheme. Outside of Los Angeles, the last doubleheader in the NBA was in 1972 at Seattle Center Coliseum, when the Portland Trail Blazers played the Houston Rockets and the Seattle SuperSonics played the Philadelphia 76ers.
Question: does the lakers and clippers share a court
Ex Output:
|
1
|
task1661_super_glue_classification
|
NIv2
|
fs_opt
| 1
|
test
|
In this task, you are given Wikipedia articles on a range of topics as passages and a question from the passage. We ask you to answer the question by classifying the answer as 0 (False) or 1 (True)
[EX Q]: Passage: United States Army Corps of Engineers -- The United States Army Corps of Engineers (USACE) is a U.S. federal agency under the Department of Defense and a major Army command made up of some 37,000 civilian and military personnel, making it one of the world's largest public engineering, design, and construction management agencies. Although generally associated with dams, canals and flood protection in the United States, USACE is involved in a wide range of public works throughout the world. The Corps of Engineers provides outdoor recreation opportunities to the public, and provides 24% of U.S. hydropower capacity.
Question: is the army corp of engineers part of the army
[EX A]: 1
[EX Q]: Passage: Jeep Grand Cherokee -- When it was first introduced in April 1992 as an early 1993 model year vehicle, the Grand Cherokee only had one powertrain choice: the 4.0 L AMC-derived straight-six engine that made 190 horsepower. This became the ``volume'' engine for the Grand Cherokee. Transmission choices included a four-speed automatic transmission (early production ZJs used the AW4 -- the A500SE (later 42RE) replaced the AW4 during the latter half of the 1993 model year) or an Aisin AX15 manual transmission. Low demand for the manual transmission resulted in its discontinuation after 1994, but European-market ZJs retained it when coupled to the diesel engine (which was unavailable in North America). The drive train choices included rear-wheel drive or four-wheel-drive. In 1995, the engine dropped 5 horsepower to 185 due to new EPA regulations imposed on the 1996 model year.
Question: is a jeep grand cherokee rear wheel drive
[EX A]: 1
[EX Q]: Passage: British Overseas Territories -- The 14 British Overseas Territories (BOT) are territories under the jurisdiction and sovereignty of the United Kingdom. They are the parts of the British Empire that have not been granted independence or have voted to remain British territories. These territories do not form part of the United Kingdom and, with the exception of Gibraltar, are not part of the European Union. Most of the inhabited territories are internally self-governing, with the UK retaining responsibility for defence and foreign relations. The rest are either uninhabited or have a transitory population of military or scientific personnel. They share the British monarch (Elizabeth II) as head of state.
Question: are british overseas territories part of the uk
[EX A]:
|
0
|
task1661_super_glue_classification
|
NIv2
|
fs_opt
| 6
|
validation
|
In this task, you are given a sentence in Persian, and your task is to translate it into English.
Ex Input:
چه شده چه اتفاقي افتاده .
Ex Output:
what was that what has happened .
Ex Input:
کمکمون کن
Ex Output:
help us.
Ex Input:
چیه ؟ من باید برم
Ex Output:
|
what is it? i have to get going
|
task659_tep_fa_en_translation
|
NIv2
|
fs_opt
| 1
|
train
|
In this task, you are given a sentence in Persian, and your task is to translate it into English.
شيفتهو ديوانه .
wild .
مانينگ تو را آزاد کرد اون کجاست منو بکش تا هيچ وقت ندوني .
manning made bail . where is he kill me and you wont fucking know .
داري خالكوبي هام را نگاه ميكني .
|
checking out my ink .
|
task659_tep_fa_en_translation
|
NIv2
|
fs_opt
| 0
|
train
|
In this task, you are given a sentence in Persian, and your task is to translate it into English.
چيزي که تو لياقتش را داري .
the one you deserve .
نمايشگاهي .
expositive .
چهار ، سه ، سه و نيم .
|
four , three , three and a half .
|
task659_tep_fa_en_translation
|
NIv2
|
fs_opt
| 0
|
train
|
In this task, you are given a sentence in Persian, and your task is to translate it into English.
Example input: سم ، خوبي ، تو حالت خوبه .
Example output: sam . alright , youre alright .
Example explanation: This is a good example. The above sentence is correctly translated from Persian to English.
Q: اجازه بده اونا بخونه .
A:
|
let him read it .
|
task659_tep_fa_en_translation
|
NIv2
|
fs_opt
| 3
|
train
|
Definition: In this task, you are given a sentence in Persian, and your task is to translate it into English.
Input: - ما به سلامت برگشتيم, - عاليه,
Output:
|
we have returned safely. good work.
|
task659_tep_fa_en_translation
|
NIv2
|
zs_opt
| 2
|
train
|
In this task, you are given a sentence in Persian, and your task is to translate it into English.
چرا نيم ساعت پيش شروع نکردين نبايد منتظر من ميموندين .
why didnt you start half an hour agoyou shouldnt have waited for me .
. نگاه نکن
don't look.
مشکلات .
|
problems .
|
task659_tep_fa_en_translation
|
NIv2
|
fs_opt
| 0
|
train
|
In this task, you are given a sentence in Persian, and your task is to translate it into English.
Example Input: زن زر خريد .
Example Output: bondwoman .
Example Input: طرز يوناني .
Example Output: grecism .
Example Input: خوب بود ، نه يهو به مغزم رسيد .
Example Output:
|
pretty good , huh it just flew right into my head .
|
task659_tep_fa_en_translation
|
NIv2
|
fs_opt
| 3
|
train
|
You will be given a definition of a task first, then some input of the task.
In this task, you are given a sentence in Persian, and your task is to translate it into English.
هر جا ميرفتم .
Output:
|
everywhere i went .
|
task659_tep_fa_en_translation
|
NIv2
|
zs_opt
| 1
|
train
|
Given the task definition, example input & output, solve the new input case.
In this task, you are given a sentence in Persian, and your task is to translate it into English.
Example: سم ، خوبي ، تو حالت خوبه .
Output: sam . alright , youre alright .
This is a good example. The above sentence is correctly translated from Persian to English.
New input case for you: من والترم . والتر واله .
Output:
|
oh , my name is walter . walter vale .
|
task659_tep_fa_en_translation
|
NIv2
|
fs_opt
| 1
|
test
|
Teacher:In this task, you are given a sentence in Persian, and your task is to translate it into English.
Teacher: Now, understand the problem? Solve this instance: اینجاست که سیستم راهنمایی حسی شما ، وارد عمل می شه .
Student:
|
thats where your emotional guidance system comes in .
|
task659_tep_fa_en_translation
|
NIv2
|
zs_opt
| 6
|
validation
|
In this task you will be given a process, and a question. The process contains a sequence of steps that happen in order. The question asks about the effect of a certain event on another event. If the first event has a positive effect on the second event, answer with "for", if it has a negative effect, answer with "against". If there's no causal relationship between the two, answer with "none".
Example: Process: -Forest fires burn forests -The animals living in the forest have fewer places to hide -Predators can now find their prey eaiser -Birds will fly away from the area -Waters warm up which hurts the fish swimming in them.
Question: What is the effect of people are less careful about putting out their campfires on a greater negative effect on animals.?
Example solution: for
Example explanation: If people are less careful about putting out campfires, it will result in a greater negative effect on animals.
Problem: Process: -There is a rain cloud in the sky -Small bits of ice within the cloud bump each other -The collisions create electrical charge -Lighter, positively charged particles sink to the bottom of the cloud -Heavier, negatively charges particles rise to the top -When the positive and negative charges grow large enough, a giant spark, called lightning occurs -
Question: What is the effect of it is very warm in the cloud on less or less powerful lightning.?
|
Solution: for
|
task1727_wiqa_what_is_the_effect
|
NIv2
|
fs_opt
| 5
|
train
|
In this task you will be given a process, and a question. The process contains a sequence of steps that happen in order. The question asks about the effect of a certain event on another event. If the first event has a positive effect on the second event, answer with "for", if it has a negative effect, answer with "against". If there's no causal relationship between the two, answer with "none".
Q: Process: -Chloroplasts in the leaf of the plant traps light from the sun -The roots absorb water and minerals from the soil -This combination of water and minerals flows from the stem into the leaf -Carbon dioxide enters the leaf -Light, water and minerals, and the carbon dioxide all mix together -This mixture forms sugar (glucose) which is what the plant eats -Oxygen goes out of the leaf through the stomata -
Question: What is the effect of the roots absorb water more on more water mix together.?
A:
|
for
|
task1727_wiqa_what_is_the_effect
|
NIv2
|
zs_opt
| 4
|
train
|
In this task you will be given a process, and a question. The process contains a sequence of steps that happen in order. The question asks about the effect of a certain event on another event. If the first event has a positive effect on the second event, answer with "for", if it has a negative effect, answer with "against". If there's no causal relationship between the two, answer with "none".
Process: -A bird lays eggs in a nest -The parent(s) incubate the eggs -The eggs hatch -The mother (and sometimes the father) bird take care of the baby birds -The baby birds grow up and get their flight feathers -The young birds learn to fly and leave the nest -The adult birds find mates and mate.
Question: What is the effect of eggs fall from the trees on more birds.?
|
against
|
task1727_wiqa_what_is_the_effect
|
NIv2
|
zs_opt
| 0
|
train
|
In this task you will be given a process, and a question. The process contains a sequence of steps that happen in order. The question asks about the effect of a certain event on another event. If the first event has a positive effect on the second event, answer with "for", if it has a negative effect, answer with "against". If there's no causal relationship between the two, answer with "none".
[EX Q]: Process: -Green is a color that gathers sunlight easily -Sunlight is gathered by the leaves of the plant -The sunlight is broken down into glucose through photosynthesis -The glucose travels the plant -The plant uses that glucose as energy to grow.
Question: What is the effect of it is night time on less oxygen is produced by them.?
[EX A]: for
[EX Q]: Process: -A large rocky area is formed -The rocky area has a higher elevation than the surrounding areas -Water from precipitation falls in the area -The water forms a stream -The stream flows towards lower elevation -The stream becomes a river -The river continues to flow along the same path for a long time -The river erodes the rocky area that it touches -The eroded area cuts deeply into the rock.
Question: What is the effect of there is more precipitation in the area on less or smaller valleys being formed.?
[EX A]: against
[EX Q]: Process: -The bird picks a tree -The bird collects twigs and other refuse -The bird makes a flat base with twigs -The bird makes sides with twigs and other things -The bird adds softer material to the inside -The nest is done.
Question: What is the effect of lower human populations on there are fewer trees.?
[EX A]:
|
against
|
task1727_wiqa_what_is_the_effect
|
NIv2
|
fs_opt
| 6
|
train
|
Q: In this task you will be given a process, and a question. The process contains a sequence of steps that happen in order. The question asks about the effect of a certain event on another event. If the first event has a positive effect on the second event, answer with "for", if it has a negative effect, answer with "against". If there's no causal relationship between the two, answer with "none".
Process: -An enzyme in saliva begins to break down carbohydrates -Food is squeezed down the esophagus when you swallow -Acid and enzyme in the stomach break the food down -Releases nutrients -Food then pumped into small intestine -Fluid and enzymes from liver and pancreas pumped into small intestine -Help break food into smallest molecules -Nutrients pass through wall of small intestine -Nutrients absorbed into blood stream -Unused materials passed into large intestine to become fecal matter.
Question: What is the effect of a person drinks too much on less food being pumped into small intestines.?
A:
|
none
|
task1727_wiqa_what_is_the_effect
|
NIv2
|
zs_opt
| 7
|
train
|
Detailed Instructions: In this task you will be given a process, and a question. The process contains a sequence of steps that happen in order. The question asks about the effect of a certain event on another event. If the first event has a positive effect on the second event, answer with "for", if it has a negative effect, answer with "against". If there's no causal relationship between the two, answer with "none".
Problem:Process: -Dirty dishes are placed in the dishwasher -The dishwasher is closed -The dishwasher heats water to a hotter temperature -The dishwasher directs water toward the dishes through jets -The dishwasher adds detergent -The dirty water drains out -The dishwasher sprays more water to rinse the dishes off -The water drains out again -The dishwasher directs warm air toward the dishes to dry them -The dishes can be removed.
Question: What is the effect of the jets spray with more power on the dishes will be cleaned with more power.?
Solution:
|
for
|
task1727_wiqa_what_is_the_effect
|
NIv2
|
zs_opt
| 8
|
train
|
In this task you will be given a process, and a question. The process contains a sequence of steps that happen in order. The question asks about the effect of a certain event on another event. If the first event has a positive effect on the second event, answer with "for", if it has a negative effect, answer with "against". If there's no causal relationship between the two, answer with "none".
One example: Process: -Forest fires burn forests -The animals living in the forest have fewer places to hide -Predators can now find their prey eaiser -Birds will fly away from the area -Waters warm up which hurts the fish swimming in them.
Question: What is the effect of people are less careful about putting out their campfires on a greater negative effect on animals.?
Solution is here: for
Explanation: If people are less careful about putting out campfires, it will result in a greater negative effect on animals.
Now, solve this: Process: -The blood sugar drops in a body -Cells in the pancrease release glucagon -The liver in response turns the glucagon into glucose -And releases it into the blood -The blood sugar levels are restored.
Question: What is the effect of less food is eaten on more regulation of blood sugar level being needed.?
Solution:
|
against
|
task1727_wiqa_what_is_the_effect
|
NIv2
|
fs_opt
| 6
|
train
|
Instructions: In this task you will be given a process, and a question. The process contains a sequence of steps that happen in order. The question asks about the effect of a certain event on another event. If the first event has a positive effect on the second event, answer with "for", if it has a negative effect, answer with "against". If there's no causal relationship between the two, answer with "none".
Input: Process: -Contact is made with a virus -The virus enters the human or animal body -The virus goes to the part of the body that contains its food -The virus consumes part of the body or materials that the body uses -The virus replicates and spreads -The virus causes symptoms in the body as the immune system tries to expel the virus.
Question: What is the effect of virus replicates and spreads slower on less cells being damaged.?
Output:
|
for
|
task1727_wiqa_what_is_the_effect
|
NIv2
|
zs_opt
| 3
|
train
|
In this task you will be given a process, and a question. The process contains a sequence of steps that happen in order. The question asks about the effect of a certain event on another event. If the first event has a positive effect on the second event, answer with "for", if it has a negative effect, answer with "against". If there's no causal relationship between the two, answer with "none".
Q: Process: -Water evaporates from the ground up to the sky -Water droplets are in clouds -The air gets cold -Water droplets turn into ice crystals -Ice crystals in clouds stick together and become snowflakes.
Question: What is the effect of Weather conditions are less favorable for plant growth on less snow.?
A: none
****
Q: Process: -Water from the ocean washes onto beaches in waves -The waves contain sediment from the ocean -The water and particles in it hit rocks and sand on the beach -The wind and current sometimes push the water and particles harder -Tiny parts of the rocks on the shore come off the larger rocks -The waves pick up sand and small rocks from the beach -The waves go back out into the ocean -The waves carry the new particles with them -Rocks and the beach look a little different.
Question: What is the effect of Less mass in the solar system feed the star less energy on there is less current in the sea.?
A: none
****
Q: Process: -There are places inside Earth where rock will melt -Melted rock inside the Earth is also called molten rock, or magma -Magma moves up through Earth's crust, but it does not always reach the surface -When magma erupts onto Earth's surface, it is known as lava -As lava flows from volcanoes it starts to cool -Minerals form when magma and lava cool -
Question: What is the effect of more magma erupts from volcano on more minerals forming.?
A:
|
for
****
|
task1727_wiqa_what_is_the_effect
|
NIv2
|
fs_opt
| 4
|
test
|
Q: In this task you will be given a process, and a question. The process contains a sequence of steps that happen in order. The question asks about the effect of a certain event on another event. If the first event has a positive effect on the second event, answer with "for", if it has a negative effect, answer with "against". If there's no causal relationship between the two, answer with "none".
Process: -Bats and other animals produce a high-pitched tone -The sound travels in waves, as sound does -The sound "bounces" off of a nearby object -The sound wave returns to the bat -The bat hears the echoed sound -Folds in the bat's ear and adaptations in the bat's brain enable it to determine the size, shape, and position of the other object via the properties of the returned sound waves -Other animals use echolocation in generally similar ways -
Question: What is the effect of person is very hungry on less objects for the sound to bounce from.?
A:
|
none
|
task1727_wiqa_what_is_the_effect
|
NIv2
|
zs_opt
| 7
|
validation
|
You will be given a definition of a task first, then some input of the task.
You are given a sentence in Persian. Your job is to translate the Farsi sentence into Japanese.
ما موجوداتی اجتماعی هستیم.
Output:
|
人間は社会的な生きものです
|
task1266_ted_translation_fa_ja
|
NIv2
|
zs_opt
| 1
|
train
|
You are given a sentence in Persian. Your job is to translate the Farsi sentence into Japanese.
Ex Input:
ما ایده ها را از دیگران می گیریم ، از افرادی که از آنها می آموزیم ، از کسانیکه در کافی شاپ به آنها برخورد می کنیم ، آن ایده ها را به شکلهای تازه ای به هم وصل کرده ، و چیزی نو خلق می کنیم.
Ex Output:
私たちは人からアイデアをもらいますコーヒー店で偶然会った人からアイデアをもらって新しい形態に縫合して新しいアイデアを生み出します
Ex Input:
ولی نهایتا در۲۳ فوریه ۱۹۹۷ همه چیز ناگهان تغییر کرد ، وقتی که به سر برادر کوچکم "" مت "" در یک حادثه تیراندازی که در سکوی بازدید ساختمانِ امپایر استیت اتفاق افتاد بهش شلیک شد.
Ex Output:
しかし 1997年２月23日突然すべてが変わってしまいました弟のマットが頭を銃で撃たれたのです事件はエンパイアステート・ビルの展望台で起こりました
Ex Input:
ما طرحهای جدیدی را هم به خیابانها آوردیم.
Ex Output:
|
街路にも新しいデザインを施しました
|
task1266_ted_translation_fa_ja
|
NIv2
|
fs_opt
| 1
|
train
|
You are given a sentence in Persian. Your job is to translate the Farsi sentence into Japanese.
Example input: ما آواز خوندیم ، و خوندیم ، آواز خونديم ، و بطور شگفت انگیزی اعتماد جدید رشد کرد ، و درواقع دوستی شکوفه زد.
Example output: 私たちはただひたすら歌い続けましたすると驚くことに信頼が芽生え友情が花開いたのです
Example explanation: The Farsi sentence is correctly translated into Japanese, because the meaning is preserved.
Q: از اول دوباره کل برنامه مدرسه را طراحی کردیم ، تا به اوقات شروع و پایان مدرسه ، فعالیتهای مختلفی اضافه کنیم ، آموزش های درمانی ، دوره های ویژه ، فعالیتهای فوق برنامه و مشاوره ، برای کل روزهای مدرسه.
A:
|
学校の全日程をゼロから見直し多様な始業時刻や終業時刻補講や特進クラス課外活動やカウンセリングを授業日全体に追加しました
|
task1266_ted_translation_fa_ja
|
NIv2
|
fs_opt
| 3
|
train
|
Given the task definition and input, reply with output. You are given a sentence in Persian. Your job is to translate the Farsi sentence into Japanese.
در نیویورک زندگی می کنم ، و از وقتی مدرسه ام تمام شد ، در زمینه تبلیغات کار می کنم ، در نیویورک زندگی می کنم ، و از وقتی مدرسه ام تمام شد ، در زمینه تبلیغات کار می کنم ، پس می شه حدود هفت هشت سال ، و خیلی طاقت فرسا بود.
|
ニューヨーク在住で広告業界で働いています学校を卒業してからずっとでもう ７ ､ ８年になりますばててしまいました
|
task1266_ted_translation_fa_ja
|
NIv2
|
zs_opt
| 5
|
train
|
You are given a sentence in Persian. Your job is to translate the Farsi sentence into Japanese.
می توانند آنها را به راست یا چپ هدایت کنند. می توانند آنها را از زمین بلند کنند.
左右への移動や飛び立つ指示を出せます
و این بیل سلاح انتخاب شما می شود.
そしてシャベルを武器に自らの選択肢を勝ち取りましょう
(خنده حضار) و من یک زن بالغ هستم که زندگی اش رو از راه اجرا می گذرونه ، با یک نقص برای اجرای سخنرانی.
|
（ 笑 ） それに私は一人の大人の女性ですパフォーマーとして人生を生き言語障がいを持った
|
task1266_ted_translation_fa_ja
|
NIv2
|
fs_opt
| 0
|
train
|
You are given a sentence in Persian. Your job is to translate the Farsi sentence into Japanese.
Ex Input:
و من این سخنراني رو در كشور اسرائيل ، همين سال قبل داشتم.
Ex Output:
私はこの話をイスラエルで発表しましたちょうど昨年の事です
Ex Input:
شما می دانید چه زمانی باید منتظر آن ها باشید.
Ex Output:
私達はいつ彼らが来るのか把握できます
Ex Input:
آن ، گام را عوض نمی کند ، نتها طولانی اند و تقریبا ریتمی وجود ندارد اصلا و فضا موزیک را به نحوی یاری می کند
Ex Output:
|
音階の変更はせず音色は長く伸ばされますリズムもほとんどありません建築が音楽を引き立たせています
|
task1266_ted_translation_fa_ja
|
NIv2
|
fs_opt
| 1
|
train
|
You are given a sentence in Persian. Your job is to translate the Farsi sentence into Japanese.
Ex Input:
دومین مثال بی باند Be-Bound که در همان دره سیلیکن است که امکان دسترسی به اینترنت را می دهد حتی در مناطق بدون دسترسی به اینترنت بیسیم یا 3G یا 4G.
Ex Output:
二つ目はBe-Boundですこれもシリコンバレーで生まれました wi-fiや3Gや4Gが利用できないような場所に行ってもインターネットを利用することが出来るようにしてくれる仕組みです
Ex Input:
در بیشتر این خصلتها ما خودمون رو در بالای میانگین قرار می دهیم
Ex Output:
私たちのほとんどはこれらの能力について平均より上に自分を位置づけます
Ex Input:
اصول آن از نظر تو چیست ؟
Ex Output:
|
あなたの原則はどういうものなのでしょう ？
|
task1266_ted_translation_fa_ja
|
NIv2
|
fs_opt
| 1
|
train
|
instruction:
You are given a sentence in Persian. Your job is to translate the Farsi sentence into Japanese.
question:
بنابراین بسیاری از مردم سیاه پوست فوق العاده ، از جمله بهترین دولتمردان هستند که تابحال زیسته اند ، سربازانی شجاع ، کارگرانی سخت کوش و بی نظیر.
answer:
多くの素晴らしい黒人男性たち最も素晴らしい政治家だったり勇敢な兵士だったり働き者の労働者達だったり ―
question:
مردان هم در زندگیم چیزهای مهمی به من آموختند.
answer:
彼らもまた大事なことを教えてくれました
question:
این بیشتر از تمام خانه هایی است که هم اکنون در بریتانیا ، فرانسه و کانادا همه با هم موجود هست.
answer:
|
それは現在イギリスフランスカナダにある住宅の総戸数以上です
|
task1266_ted_translation_fa_ja
|
NIv2
|
fs_opt
| 9
|
train
|
You are given a sentence in Persian. Your job is to translate the Farsi sentence into Japanese.
آنها توسط افراد واکسینه شده احاطه شده اند
|
免疫のある人ばかりに囲まれているわけです
|
task1266_ted_translation_fa_ja
|
NIv2
|
zs_opt
| 0
|
test
|
You will be given a definition of a task first, then some input of the task.
You are given a sentence in Persian. Your job is to translate the Farsi sentence into Japanese.
و او یک توپ فوتبال آورد ، و ما هر شب در اون دهکده ی کوچک فوتبال داشتیم.
Output:
|
息子はサッカーボールを持って行っていたのでこの小さな村で毎晩サッカーをしました
|
task1266_ted_translation_fa_ja
|
NIv2
|
zs_opt
| 1
|
validation
|
Definition: You will be given a passage consisting of set of facts and a question as input. The task is to answer a question of form 'Where is <person_name>?' using one of the given facts to determine the latest location of the person. Answer should be a word/phrase describing the location from the supporting fact. Avoid answers that are incomplete or incorrect.
Input: Passage: Sandra went to the garden. Sandra journeyed to the bedroom. Mary travelled to the bathroom. John journeyed to the bedroom. Mary went back to the kitchen. John went to the kitchen. Question: Where is John?
Output:
|
kitchen
|
task083_babi_t1_single_supporting_fact_answer_generation
|
NIv2
|
zs_opt
| 2
|
train
|
Instructions: You will be given a passage consisting of set of facts and a question as input. The task is to answer a question of form 'Where is <person_name>?' using one of the given facts to determine the latest location of the person. Answer should be a word/phrase describing the location from the supporting fact. Avoid answers that are incomplete or incorrect.
Input: Passage: Mary went back to the hallway. Sandra journeyed to the garden. Sandra travelled to the bathroom. John travelled to the hallway. John travelled to the garden. Mary journeyed to the bedroom. Sandra journeyed to the office. Daniel journeyed to the hallway. Question: Where is John?
Output:
|
garden
|
task083_babi_t1_single_supporting_fact_answer_generation
|
NIv2
|
zs_opt
| 3
|
train
|
You will be given a passage consisting of set of facts and a question as input. The task is to answer a question of form 'Where is <person_name>?' using one of the given facts to determine the latest location of the person. Answer should be a word/phrase describing the location from the supporting fact. Avoid answers that are incomplete or incorrect.
One example: Passage: Mary moved to the bathroom. John went to the hallway. Question: Where is Mary?
Solution is here: bathroom
Explanation: 'Mary moved to the bathroom.' is a supporting fact from which we can conclude that Mary is in bathroom.
Now, solve this: Passage: Daniel went back to the bathroom. Mary journeyed to the office. Sandra went back to the garden. Daniel moved to the garden. Daniel journeyed to the hallway. John moved to the garden. Sandra went back to the hallway. Mary went back to the bedroom. John journeyed to the office. John went to the bathroom. Question: Where is John?
Solution:
|
bathroom
|
task083_babi_t1_single_supporting_fact_answer_generation
|
NIv2
|
fs_opt
| 6
|
train
|
You will be given a passage consisting of set of facts and a question as input. The task is to answer a question of form 'Where is <person_name>?' using one of the given facts to determine the latest location of the person. Answer should be a word/phrase describing the location from the supporting fact. Avoid answers that are incomplete or incorrect.
Example input: Passage: Mary moved to the bathroom. John went to the hallway. Question: Where is Mary?
Example output: bathroom
Example explanation: 'Mary moved to the bathroom.' is a supporting fact from which we can conclude that Mary is in bathroom.
Q: Passage: Mary travelled to the bedroom. Daniel moved to the hallway. Daniel journeyed to the garden. Daniel journeyed to the hallway. Sandra journeyed to the hallway. John went to the garden. John moved to the hallway. Daniel journeyed to the bathroom. Daniel moved to the hallway. John travelled to the kitchen. Question: Where is John?
A:
|
kitchen
|
task083_babi_t1_single_supporting_fact_answer_generation
|
NIv2
|
fs_opt
| 3
|
train
|
You will be given a definition of a task first, then some input of the task.
You will be given a passage consisting of set of facts and a question as input. The task is to answer a question of form 'Where is <person_name>?' using one of the given facts to determine the latest location of the person. Answer should be a word/phrase describing the location from the supporting fact. Avoid answers that are incomplete or incorrect.
Passage: Sandra travelled to the bedroom. Mary went to the hallway. Sandra went to the office. Sandra journeyed to the kitchen. Sandra travelled to the bathroom. Daniel journeyed to the office. Question: Where is Daniel?
Output:
|
office
|
task083_babi_t1_single_supporting_fact_answer_generation
|
NIv2
|
zs_opt
| 1
|
train
|
Given the task definition and input, reply with output. You will be given a passage consisting of set of facts and a question as input. The task is to answer a question of form 'Where is <person_name>?' using one of the given facts to determine the latest location of the person. Answer should be a word/phrase describing the location from the supporting fact. Avoid answers that are incomplete or incorrect.
Passage: Daniel journeyed to the office. Mary went back to the garden. Daniel went back to the garden. John moved to the hallway. John travelled to the bathroom. Mary moved to the kitchen. Daniel travelled to the bathroom. Sandra journeyed to the bedroom. Daniel journeyed to the garden. Sandra travelled to the office. Question: Where is Sandra?
|
office
|
task083_babi_t1_single_supporting_fact_answer_generation
|
NIv2
|
zs_opt
| 5
|
train
|
Given the task definition and input, reply with output. You will be given a passage consisting of set of facts and a question as input. The task is to answer a question of form 'Where is <person_name>?' using one of the given facts to determine the latest location of the person. Answer should be a word/phrase describing the location from the supporting fact. Avoid answers that are incomplete or incorrect.
Passage: John went back to the hallway. Daniel moved to the garden. Sandra travelled to the bathroom. Mary went back to the office. Question: Where is Daniel?
|
garden
|
task083_babi_t1_single_supporting_fact_answer_generation
|
NIv2
|
zs_opt
| 5
|
train
|
Given the task definition, example input & output, solve the new input case.
You will be given a passage consisting of set of facts and a question as input. The task is to answer a question of form 'Where is <person_name>?' using one of the given facts to determine the latest location of the person. Answer should be a word/phrase describing the location from the supporting fact. Avoid answers that are incomplete or incorrect.
Example: Passage: Mary moved to the bathroom. John went to the hallway. Question: Where is Mary?
Output: bathroom
'Mary moved to the bathroom.' is a supporting fact from which we can conclude that Mary is in bathroom.
New input case for you: Passage: Daniel went back to the office. Sandra went to the garden. John journeyed to the bedroom. Mary went back to the bathroom. Daniel went back to the kitchen. Mary travelled to the bedroom. John went back to the office. Sandra went to the bedroom. Question: Where is Daniel?
Output:
|
kitchen
|
task083_babi_t1_single_supporting_fact_answer_generation
|
NIv2
|
fs_opt
| 1
|
train
|
You will be given a passage consisting of set of facts and a question as input. The task is to answer a question of form 'Where is <person_name>?' using one of the given facts to determine the latest location of the person. Answer should be a word/phrase describing the location from the supporting fact. Avoid answers that are incomplete or incorrect.
Input: Consider Input: Passage: Daniel went to the office. John journeyed to the garden. John travelled to the bathroom. Daniel moved to the bedroom. Question: Where is John?
Output: bathroom
Input: Consider Input: Passage: Mary travelled to the garden. Daniel went to the garden. Mary journeyed to the kitchen. Mary went back to the hallway. Daniel travelled to the office. Daniel moved to the garden. Question: Where is Mary?
Output: hallway
Input: Consider Input: Passage: John travelled to the bedroom. Mary moved to the bedroom. John went back to the bathroom. Sandra moved to the bathroom. John journeyed to the office. Daniel journeyed to the office. John went back to the garden. John journeyed to the bedroom. Question: Where is John?
|
Output: bedroom
|
task083_babi_t1_single_supporting_fact_answer_generation
|
NIv2
|
fs_opt
| 2
|
test
|
You will be given a passage consisting of set of facts and a question as input. The task is to answer a question of form 'Where is <person_name>?' using one of the given facts to determine the latest location of the person. Answer should be a word/phrase describing the location from the supporting fact. Avoid answers that are incomplete or incorrect.
Q: Passage: Sandra went to the garden. Sandra journeyed to the bedroom. Mary travelled to the bathroom. John journeyed to the bedroom. Mary went back to the kitchen. John went to the kitchen. Daniel travelled to the kitchen. Sandra travelled to the bathroom. Sandra went back to the garden. John went back to the garden. Question: Where is Daniel?
A:
|
kitchen
|
task083_babi_t1_single_supporting_fact_answer_generation
|
NIv2
|
zs_opt
| 4
|
validation
|
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