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Solve -597*x + 464 - 116 + 401 = -445 for x.. What is the answer??
|
2
|
math_dataset_algebra__linear_1d_1_0_0
|
Flan2021
|
zs_noopt
| 9
|
train
|
What is the solution?
Solve 19606 = -1410*x + 2686 for x.
|
-12
|
math_dataset_algebra__linear_1d_1_0_0
|
Flan2021
|
zs_opt
| 2
|
train
|
What is the solution?
Solve 2359*v + 32388 = -371*v - 21813 + 248031 for v.
|
71
|
math_dataset_algebra__linear_1d_1_0_0
|
Flan2021
|
zs_noopt
| 2
|
train
|
Question: What is the solution?
Solve 159 + 490 = 59*m for m.
Answer: 11
Question: What is the solution?
Solve 672 = -175*u + 271*u for u.
Answer: 7
Question: What is the solution?
Solve 808*p - 13581 - 20186 = 169 for p.
Answer: 42
Question: What is the solution?
Solve -177*a - 780 = -422*a + 185*a for a.
Answer:
|
13
|
math_dataset_algebra__linear_1d_1_0_0
|
Flan2021
|
fs_noopt
| 2
|
train
|
Question:
Solve 0 = i + 11*i + 132 for i..
Answer:
-11
Question:
Solve 10234*j - 6738 - 2109 = 10471*j - 2685 for j..
Answer:
-26
Question:
Solve -283*g - 17655 = -575*g - 988*g + 6665 for g..
Answer:
19
Question:
Solve 42*c + 3192 = 69*c + 71*c - 2590 for c..
Answer:
|
59
|
math_dataset_algebra__linear_1d_1_0_0
|
Flan2021
|
fs_opt
| 4
|
train
|
Math problem: Solve 410*r = 395*r + 105 for r.
What is the solution?
|
7
|
math_dataset_algebra__linear_1d_1_0_0
|
Flan2021
|
zs_noopt
| 6
|
train
|
Solve 66 = -11*y - 0*y for y.
Solve this plz.
A: -6
Solve -739*y + 8558 = 3385 for y.
Solve this plz.
A: 7
Solve -249*k + 153310 = 2340*k - 82289 for k.
Solve this plz.
A:
|
91
|
math_dataset_algebra__linear_1d_1_0_0
|
Flan2021
|
fs_opt
| 6
|
train
|
Q: What is the solution?
Solve 0 = 12*i + 102056 - 101876 for i.
A: -15
Q: What is the solution?
Solve 6*r = 2*r for r.
A: 0
Q: What is the solution?
Solve b + 18 = -b for b.
A:
|
-9
|
math_dataset_algebra__linear_1d_1_0_0
|
Flan2021
|
fs_opt
| 8
|
train
|
QUESTION: Math problem: Solve -2641 = 125*j + 86*j + 4955 for j.
ANS: -36
QUESTION: Math problem: Solve 72*r = 80*r - 72 for r.
ANS: 9
QUESTION: Math problem: Solve -o - 5*o = 0 for o.
ANS: 0
QUESTION: Math problem: Solve -104*s = -96*s + 24 for s.
ANS:
|
-3
|
math_dataset_algebra__linear_1d_1_0_0
|
Flan2021
|
fs_noopt
| 7
|
test
|
question: Teacher asked me this: Solve 1155*f - 28913 = -677*f - 6929 for f.
++++++++++
answer: 12
Solve 4309*x = 4314*x - 30 for x.
Solve this plz.
A: 6
QUESTION: Math problem: Solve 0 = 4*d - 13 + 5 for d.
ANS: 2
Q: What is the solution?
Solve -90*f + 419*f = 987 for f.
A: 3
Write down the solution for this math problem: Solve -7*k - 7*k - 872 = -1208 for k.
answer: 24
Write down the solution for this math problem: Solve -38*d + 660 = 926 for d.
answer:
|
-7
|
math_dataset_algebra__linear_1d_1_0_0
|
Flan2021
|
fs_opt
| 9
|
validation
|
Instructions: In this task, you are given inputs i,j, and A, where i and j are integers and A is a list. You need to list all elements of A from the ith element to the jth element in the reverse order. i and j will be non-negative, and will always have a value less than the length of A. i will always be less than j.
Input: 1, 3, ['471', 'e', 'W', 'm', '6729', 'G']
Output:
|
W, e, 471
|
task099_reverse_elements_between_index_i_and_j
|
NIv2
|
zs_opt
| 3
|
train
|
In this task, you are given inputs i,j, and A, where i and j are integers and A is a list. You need to list all elements of A from the ith element to the jth element in the reverse order. i and j will be non-negative, and will always have a value less than the length of A. i will always be less than j.
Example input: 1, 3, ['z', 'h', 'Y', 'U', '2799']
Example output: Y, h, z
Example explanation: Here, all the elements between the 1st element and 3rd element in reverse order are 'Y', 'h', and 'z'.
Q: 2, 2, ['9509', '5979', '8549', 't']
A:
|
5979
|
task099_reverse_elements_between_index_i_and_j
|
NIv2
|
fs_opt
| 3
|
train
|
Part 1. Definition
In this task, you are given inputs i,j, and A, where i and j are integers and A is a list. You need to list all elements of A from the ith element to the jth element in the reverse order. i and j will be non-negative, and will always have a value less than the length of A. i will always be less than j.
Part 2. Example
1, 3, ['z', 'h', 'Y', 'U', '2799']
Answer: Y, h, z
Explanation: Here, all the elements between the 1st element and 3rd element in reverse order are 'Y', 'h', and 'z'.
Part 3. Exercise
7, 8, ['E', 't', 'G', 'x', 'W', 'q', 'o', 'P', 'l']
Answer:
|
P, o
|
task099_reverse_elements_between_index_i_and_j
|
NIv2
|
fs_opt
| 7
|
train
|
Teacher:In this task, you are given inputs i,j, and A, where i and j are integers and A is a list. You need to list all elements of A from the ith element to the jth element in the reverse order. i and j will be non-negative, and will always have a value less than the length of A. i will always be less than j.
Teacher: Now, understand the problem? Solve this instance: 1, 18, ['W', 'B', '205', 'X', 'z', '6075', 't', 'M', 'M', 'p', '2755', '6299', 'V', '6953', '2219', '9019', 'P', 'e']
Student:
|
e, P, 9019, 2219, 6953, V, 6299, 2755, p, M, M, t, 6075, z, X, 205, B, W
|
task099_reverse_elements_between_index_i_and_j
|
NIv2
|
zs_opt
| 6
|
train
|
In this task, you are given inputs i,j, and A, where i and j are integers and A is a list. You need to list all elements of A from the ith element to the jth element in the reverse order. i and j will be non-negative, and will always have a value less than the length of A. i will always be less than j.
One example: 1, 3, ['z', 'h', 'Y', 'U', '2799']
Solution is here: Y, h, z
Explanation: Here, all the elements between the 1st element and 3rd element in reverse order are 'Y', 'h', and 'z'.
Now, solve this: 5, 21, ['4009', '4739', 'U', 'g', '8615', 'D', 'F', '8049', 'M', 'Y', 'b', '6383', 'M', 'N', 'h', '3695', 'y', '6779', '9003', '2185', 'J', 'V']
Solution:
|
J, 2185, 9003, 6779, y, 3695, h, N, M, 6383, b, Y, M, 8049, F, D, 8615
|
task099_reverse_elements_between_index_i_and_j
|
NIv2
|
fs_opt
| 6
|
train
|
In this task, you are given inputs i,j, and A, where i and j are integers and A is a list. You need to list all elements of A from the ith element to the jth element in the reverse order. i and j will be non-negative, and will always have a value less than the length of A. i will always be less than j.
1, 3, ['U', 'F', 'y', 'k', 'G', 'g', '8447', '7169', '6477', 'S', 'D', '7575', '1811']
|
y, F, U
|
task099_reverse_elements_between_index_i_and_j
|
NIv2
|
zs_opt
| 0
|
train
|
In this task, you are given inputs i,j, and A, where i and j are integers and A is a list. You need to list all elements of A from the ith element to the jth element in the reverse order. i and j will be non-negative, and will always have a value less than the length of A. i will always be less than j.
Q: 8, 28, ['5203', 'h', '5811', '8455', '8881', '5629', '1397', 'L', '1523', 'Z', 'F', '9979', '3069', 'X', 'z', 'E', 'l', 'F', '5537', '5205', 'w', '3995', 'd', '369', 'L', 'n', '1657', '8927', 'l']
A:
|
8927, 1657, n, L, 369, d, 3995, w, 5205, 5537, F, l, E, z, X, 3069, 9979, F, Z, 1523, L
|
task099_reverse_elements_between_index_i_and_j
|
NIv2
|
zs_opt
| 4
|
train
|
Detailed Instructions: In this task, you are given inputs i,j, and A, where i and j are integers and A is a list. You need to list all elements of A from the ith element to the jth element in the reverse order. i and j will be non-negative, and will always have a value less than the length of A. i will always be less than j.
Q: 3, 10, ['2665', '6827', 'l', '1205', '7215', 'B', 'y', '5453', 'J', 'z', 'Y', 'r', 'K', '5439', '3655', 't', 'q', 'j', 'c', 'e', 'r', 'D', 'X']
A:
|
z, J, 5453, y, B, 7215, 1205, l
|
task099_reverse_elements_between_index_i_and_j
|
NIv2
|
zs_opt
| 9
|
train
|
TASK DEFINITION: In this task, you are given inputs i,j, and A, where i and j are integers and A is a list. You need to list all elements of A from the ith element to the jth element in the reverse order. i and j will be non-negative, and will always have a value less than the length of A. i will always be less than j.
PROBLEM: 7, 13, ['t', '4381', '3975', 'd', 'v', 'V', '8581', '9585', '1569', '1767', 'I', '8975', '1885', 'o', 's', 'i', '1585', 'l', 'y', 'k']
SOLUTION: 1885, 8975, I, 1767, 1569, 9585, 8581
PROBLEM: 2, 2, ['L', 'U', '2099']
SOLUTION: U
PROBLEM: 8, 8, ['x', 'T', 'j', 'o', 'd', '6517', 'R', 'H']
SOLUTION:
|
H
|
task099_reverse_elements_between_index_i_and_j
|
NIv2
|
fs_opt
| 8
|
test
|
In this task, you are given inputs i,j, and A, where i and j are integers and A is a list. You need to list all elements of A from the ith element to the jth element in the reverse order. i and j will be non-negative, and will always have a value less than the length of A. i will always be less than j.
Q: 4, 4, ['b', '3511', 'l', 'y', '7029', '149']
A: y
****
Q: 2, 17, ['3921', '1439', 'f', 'r', 'P', '6993', '2479', '4767', '2835', '4519', 'G', 'P', '3525', '6107', '4503', 'C', '5755', 'C', '1041', '5051', 'S', '709', '913', 'L', 'H', 'e']
A: 5755, C, 4503, 6107, 3525, P, G, 4519, 2835, 4767, 2479, 6993, P, r, f, 1439
****
Q: 1, 3, ['l', 'G', 'a']
A:
|
a, G, l
****
|
task099_reverse_elements_between_index_i_and_j
|
NIv2
|
fs_opt
| 4
|
validation
|
TASK DEFINITION: You are given a sentence in English. Your job is to translate the English sentence into Persian.
PROBLEM: This openness, this forcing openness, is key, and if it wasn't entirely transparent already, I should be open: I've got a completely transparent agenda.
SOLUTION: این شفافیت ، شفافیت تحمیل شده ، کلیدی است و اگر تاکنون کاملاً مشخص نشده بود ، من باید شفاف باشم: من یک دستور کار مشخص دارم.
PROBLEM: They're usually all somewhat different.
SOLUTION: معمولا کاملا با هم فرق داشتند.
PROBLEM: Now think about the following: if China and India were as rich as the United States is today, the market for cancer drugs would be eight times larger than it is now.
SOLUTION:
|
حال به این موضوع فکر کنید که اگر هند و چین به اندازه کنونی ایالات متحده ثروتمند بودند ، بازار داروهای ضد سرطان هشت برابر بزرگتر از زمان حال بود.
|
task1093_ted_translation_en_fa
|
NIv2
|
fs_opt
| 8
|
train
|
Given the task definition and input, reply with output. You are given a sentence in English. Your job is to translate the English sentence into Persian.
One is designed for nature, the other is designed by her.
|
یکی برای طبیعت طراحی شده ، دیگری از سوی او طراحی شده.
|
task1093_ted_translation_en_fa
|
NIv2
|
zs_opt
| 5
|
train
|
You are given a sentence in English. Your job is to translate the English sentence into Persian.
--------
Question: Well, that's where you have to go backstage and ask the magician.
Answer: برای اینکه این را بفهمیم ، باید برویم پشت صحنه و از شعبده باز سوال کنیم.
Question: And so it's a matter for you to weigh this, these moral issues.
Answer: و بنابراین به عهده شما که این مسئله ، این مسائل اخلاقی را سبک سنگین کنید.
Question: Today, agile is used in a hundred countries, and it's sweeping into management suites.
Answer:
|
امروزه ، فرآیند چابکی در بسیاری از کشورها استفاده می شود ، و نزد تمام مدیران مورد توجه است.
|
task1093_ted_translation_en_fa
|
NIv2
|
fs_opt
| 7
|
train
|
Definition: You are given a sentence in English. Your job is to translate the English sentence into Persian.
Input: And they're being made in the most wonderful ways.
Output:
|
و اونها به بهترین نحو تولید میشن.
|
task1093_ted_translation_en_fa
|
NIv2
|
zs_opt
| 2
|
train
|
You are given a sentence in English. Your job is to translate the English sentence into Persian.
Q: A new replicator was let loose, and it could never be — right from the start — it could never be that human beings who let loose this new creature, could just copy the useful, beautiful, true things, and not copy the other things.
A:
|
یک بازتولیدگر جدید رها شد ، و دیگر هیچگاه نتوانست به حال قبلی برگردد ، دیگر هیچوقت ممکن نبود انسانی که برساختهٔ جدیدش را آزاد گذاشته بود ، فقط چیزهای مفید و خوب و واقعی را کپی کند ، و چیزهای دیگر را کپی نکند.
|
task1093_ted_translation_en_fa
|
NIv2
|
zs_opt
| 4
|
train
|
You are given a sentence in English. Your job is to translate the English sentence into Persian.
One example: In the southwestern part of Nigeria, the plant is known as Gbe'borun.
Solution is here: در جنوب غرب نیجریه ، این گیاه به عنوان Gbe 'borun شناخته می شود.
Explanation: The English sentence is correctly translated into Farsi, because the meaning is preserved.
Now, solve this: And I said, "" You know what? These apples come from your ancestors, and your ancestors gave them the greatest honor they could give them.
Solution:
|
و میگفتم ، می دانید چیه ؟ "" این سیب ها از اجداد شما می آیند ، و اجدادتان بزرگ ترین افتخاری را که می توانستند به آنها اعطاء کرده اند.
|
task1093_ted_translation_en_fa
|
NIv2
|
fs_opt
| 6
|
train
|
Teacher:You are given a sentence in English. Your job is to translate the English sentence into Persian.
Teacher: Now, understand the problem? Solve this instance: They have a distinct way of interacting with their environment and their experiences.
Student:
|
آنها یک راه مشخص از از تعامل با محیط خودشان و تجربه خودشان را دارند
|
task1093_ted_translation_en_fa
|
NIv2
|
zs_opt
| 6
|
train
|
TASK DEFINITION: You are given a sentence in English. Your job is to translate the English sentence into Persian.
PROBLEM: And this is the result that is almost like a combination of the European block and the Arab city.
SOLUTION: و اين نتيجه اى است كه تقريباً شبيه تركيبى از مجتمع های اروپايى و شهرى عربى ميماند.
PROBLEM: I think we must make our bosses accountable to their employees in any way we can.
SOLUTION: فکر می کنم باید رئیسهای مان را در برابر کارمندانشان جوابگو کنیم به هر طریقی که می توانیم.
PROBLEM: And colony collapse disorder is not the only thing affecting honeybees. Honeybees are dying, and it's a huge, huge grand challenge of our time.
SOLUTION:
|
و بیماری فروپاشی کلونی تنها چیزی نیست که زنبورهای عسل را تحت تأثیر قرار میده. زنبورهای عسل دارند می میرند ، و این چالش بسیار بسیار بزرگ زمان ماست.
|
task1093_ted_translation_en_fa
|
NIv2
|
fs_opt
| 8
|
train
|
You are given a sentence in English. Your job is to translate the English sentence into Persian.
He left to go to university in France, because as a Jew, he couldn't go to university in Poland, and then he enlisted in the French military in World War II.
برای تحصیلات دانشگاهی به فرانسه رفت ، چون بدلیل یهودی بودن نمی تونست در لهستان به دانشگاه بره. ، و سپس در جریان جنگ جهانی دوم در ارتش فرانسه نام نویسی کرد.
Well, I've been thinking. For one thing, there's a new electronic tagging technology that allows any store to know the entire history of any item on the shelves in that store.
خوب ، داشتم فکر میکردم. اولاً یک تکنولوژي برقی وجود دارد که به هر مغازه این اجازه را میدهد تا تاریخچة کاملِ هر محصولی را که روی تاقچه دارند را بداند.
And then I'll draw the connection between these two behaviors.
|
و من بعدا "" ارتباط این دو روش را بررسی می کنم.
|
task1093_ted_translation_en_fa
|
NIv2
|
fs_opt
| 0
|
test
|
Teacher: You are given a sentence in English. Your job is to translate the English sentence into Persian.
Teacher: Now, understand the problem? If you are still confused, see the following example:
In the southwestern part of Nigeria, the plant is known as Gbe'borun.
Solution: در جنوب غرب نیجریه ، این گیاه به عنوان Gbe 'borun شناخته می شود.
Reason: The English sentence is correctly translated into Farsi, because the meaning is preserved.
Now, solve this instance: We are at war with a new form of terrorism.
Student:
|
ما در حال مقابله با گونه جدیدی از تروریسم هستیم.
|
task1093_ted_translation_en_fa
|
NIv2
|
fs_opt
| 2
|
validation
|
TASK DEFINITION: Given a sentence in the Japanese and Indonesian(Bahasa variant) language. Your task is check if the Bahasa Indonesia sentence is translation of Japanese. if the translation is correct than generate label "Yes", otherwise generate label "No".
PROBLEM: Japanese: 「連帯」はヴァウェンサ氏が1990年から1995年に大統領を務め、最終的にポーランドで権力を持つようになった。
Bahasa Indonesia: Solidaritas akhirnya berkuasa di Polandia dengan Walesa melayani sebagai Presiden Polandia dari tahun 1990 sampai 1995.
SOLUTION: Yes
PROBLEM: Japanese: 北部警察は「スコットランド高地のディングウォールの町に拠点を置く地域の道路警察隊が事故の調査に乗り出した」と言った。
Bahasa Indonesia: Kepolisian Northern mengatakan Unit Kepolisian Jalan Lokal yang berbasis di kota Dingwall di Dataran Tinggi Skotlandia telah mengadakan penyelidikan atas insiden tersebut.
SOLUTION: Yes
PROBLEM: Japanese: この事件は、12月25日にナイジェリア国民、ウマール・ファルーク・アブドゥルムダラブがパンツの中に爆薬を隠して大型旅客機を爆撃しようとした事件の後で起こった。
Bahasa Indonesia: Kasus ini muncul setelah sebuah insiden pada 25 Desember ketika Umar Farouk Abdulmutallab, berkebangsaan Nigeria, berusaha untuk membom sebuah pesawat dengan bahan peledak disembunyikan di celana dalamnya.
SOLUTION:
|
Yes
|
task1117_alt_ja_id_answer_generation
|
NIv2
|
fs_opt
| 8
|
train
|
Teacher: Given a sentence in the Japanese and Indonesian(Bahasa variant) language. Your task is check if the Bahasa Indonesia sentence is translation of Japanese. if the translation is correct than generate label "Yes", otherwise generate label "No".
Teacher: Now, understand the problem? If you are still confused, see the following example:
Japanese: 詳細は昨日UTC17時30分、英国議会でイギリスのルス・ケリー運輸大臣によって伝えられた。
Bahasa Indonesia: Detil diberikan oleh Sekretaris Kementerian Transportasi UK, Ruth Kelly, di Dewan Perwakilan Rakyat kemarin 17:30 UTC.
Solution: Yes
Reason: The converted Bahasa Indonesia sentence is correctly translated from Japanese because converted sentence has the same message as the original Japanese sentence that Details were given yesterday in the House of Commons at 1730 UTC by Britain's Transport Secretary Ruth Kelly.
Now, solve this instance: Japanese: どちらの地域も率が上がり続けていたが、90年代に南部が下がり始め、最近ではその差が顕著に大きくなった。
Bahasa Indonesia: Kedua area memiliki angka bertambah sampai sisi bagian selatan mulai jatuh di tahun 90an dan di tahun-tahun terakhir kesenjangannya bertambah secara signifikan.
Student:
|
Yes
|
task1117_alt_ja_id_answer_generation
|
NIv2
|
fs_opt
| 2
|
train
|
Given a sentence in the Japanese and Indonesian(Bahasa variant) language. Your task is check if the Bahasa Indonesia sentence is translation of Japanese. if the translation is correct than generate label "Yes", otherwise generate label "No".
Q: Japanese: ワシントンタイムズの声明によると、21世紀民主党の執行役員であるマーク・Lotwisが訴訟を「ばかげている」とし、「私たちは自分の団体の高潔さを守る」と述べた。
Bahasa Indonesia: Negara bagian Baltic, Estonia mengharap menandatangani perjanjian perbatasan dengan Federasi Rusia dalam beberapa minggu mendatang, sebelum pertemuan puncak Eropa Uni-Rusia, yang akan diselenggarakan di awal Mei.
A:
|
No
|
task1117_alt_ja_id_answer_generation
|
NIv2
|
zs_opt
| 4
|
train
|
Q: Given a sentence in the Japanese and Indonesian(Bahasa variant) language. Your task is check if the Bahasa Indonesia sentence is translation of Japanese. if the translation is correct than generate label "Yes", otherwise generate label "No".
Japanese: しかし、そのような見解は現在フランス右派主力大統領候補によって疑問を呈されており、彼は経営エリート以外の従業員のために株式買受選択権を増やす新しい処置を導入することを提案するだけではなく、35時間の制限を超えて働いた時間に対する税金を廃止することを提唱している。
Bahasa Indonesia: Perusahaan itu menuntut untuk pengembalian kerusakan sipil yang merepresentasikan satu setengah dari penghasilan film dan buku dari waralaba film blockbuster seperti Spider- Man, Iron Man, X-men, Hulk, dan Fantastic Four.
A:
|
No
|
task1117_alt_ja_id_answer_generation
|
NIv2
|
zs_opt
| 7
|
train
|
Teacher:Given a sentence in the Japanese and Indonesian(Bahasa variant) language. Your task is check if the Bahasa Indonesia sentence is translation of Japanese. if the translation is correct than generate label "Yes", otherwise generate label "No".
Teacher: Now, understand the problem? Solve this instance: Japanese: 人口65万人のモンテネグロは、世界でもっとも新しい国である。
Bahasa Indonesia: "Saat saya keluar, saya melihat rumah disebelah saya telah tertimbun tanah, " dan itu melanda dua belas rumah disekitarnya.
Student:
|
No
|
task1117_alt_ja_id_answer_generation
|
NIv2
|
zs_opt
| 6
|
train
|
Given a sentence in the Japanese and Indonesian(Bahasa variant) language. Your task is check if the Bahasa Indonesia sentence is translation of Japanese. if the translation is correct than generate label "Yes", otherwise generate label "No".
Q: Japanese: 苦しむガザの病院は、もっとも基本的な医療用品すら完全になくなっており、これ以上の負傷者に対応する能力がまったくかほとんどないと言っている。
Bahasa Indonesia: Waduk di Sungai Cotter telah dalam konstruksi selama empat tahun.
A:
|
No
|
task1117_alt_ja_id_answer_generation
|
NIv2
|
zs_opt
| 4
|
train
|
Given a sentence in the Japanese and Indonesian(Bahasa variant) language. Your task is check if the Bahasa Indonesia sentence is translation of Japanese. if the translation is correct than generate label "Yes", otherwise generate label "No".
Japanese: アラバマ州ハンツビルのアラバマ大学ShelbyCenterforScienceandTechnologyでのキャンパス内銃撃事件で、3人が殺害され、1人が負傷した。
Bahasa Indonesia: Dua wartawan terakhir yang dilaporkan terbunuh saat pergantian tahun adalah warga Suriah; baru saja terjadi ketika dimana protes dan kekerasan di negara tersebut menanjak, dan Liga Arab memulai penaksiran terhadap situasi ini.
No
Japanese: より北極の氷が溶けるにつれて、船は未知の水域を通過する。
Bahasa Indonesia: Dokter dari klinik Rudolfinerhaus di Wina mengatakan "tidak ada keraguan" pemimpin oposisi Ukraina Victor Yushchenko diracun dengan Dioxin.
No
Japanese: ノースウエスト救急サービスの広報担当者は「銃で撃たれ重傷を負った11歳の子供を治療している」と述べた。
Bahasa Indonesia: Tetapi polisi segera memojokkan mereka di dalam mobil yang mereka pakai kabur, kata pihak berwenang.
|
No
|
task1117_alt_ja_id_answer_generation
|
NIv2
|
fs_opt
| 0
|
train
|
Detailed Instructions: Given a sentence in the Japanese and Indonesian(Bahasa variant) language. Your task is check if the Bahasa Indonesia sentence is translation of Japanese. if the translation is correct than generate label "Yes", otherwise generate label "No".
Problem:Japanese: 地震学者は「似ている事故が一番最初に崩落があった8月6日に起こっている」と言った。
Bahasa Indonesia: Menurut laporan media, John McCain telah memenangkan suara terbanyak New Hampshire untuk Repulikan pada tahun 2008 dalam pencalonan kepresidenan.
Solution:
|
No
|
task1117_alt_ja_id_answer_generation
|
NIv2
|
zs_opt
| 8
|
train
|
instruction:
Given a sentence in the Japanese and Indonesian(Bahasa variant) language. Your task is check if the Bahasa Indonesia sentence is translation of Japanese. if the translation is correct than generate label "Yes", otherwise generate label "No".
question:
Japanese: 米国地質調査所（USGS）によれば、午後3時35分（東部時間）にその5.8の地震が南極のケイシー基地から105km（65マイル）南南東、または南極点から2565km（1590マイル）北で起こった。
Bahasa Indonesia: Landmark Education menyangkal bahwa "para asisten" adalah karyawan, meskipun laporan Departemen Tenaga Kerja menyimpulkan: "Proses wawancara mengungkapkan bahwa para karyawan mendapatkan gaji, mendaftar para klien, pembayaran, pelatihan, rekrutmen, menata lokasi, membersihkan, dan tugas-tugas lainnya yang harus dilakukan oleh karyawan jika para asisten tidak melakukannya."
answer:
No
question:
Japanese: ブッシュ氏は、かつてサダム・フセインに使われていた宮廷の非常にしっかりと要塞化されたグリーンゾーンでアル・マリキ氏と会った。
Bahasa Indonesia: Bush betemu dengan al-Maliki di zona hijau yang terbentengi sangat kuat di sebuah istana yang pernah digunakan oleh Saddam Husein.
answer:
Yes
question:
Japanese: 彼は「私は、こう人々に言うことができる、彼らは、ニュージャージーが本当はどんなところか知りたいですか？私は、いつでも彼らがニュージャージーに来るのを歓迎します」と締めくくった。
Bahasa Indonesia: "Menyelesaikan sengketa perbatasan dengan Kroatia adalah asas perdamaian kekal, keamanan dan persahabatan kedua bangsa", ujar Pahor.
answer:
|
No
|
task1117_alt_ja_id_answer_generation
|
NIv2
|
fs_opt
| 9
|
test
|
Q: Given a sentence in the Japanese and Indonesian(Bahasa variant) language. Your task is check if the Bahasa Indonesia sentence is translation of Japanese. if the translation is correct than generate label "Yes", otherwise generate label "No".
Japanese: ハワード氏は、ある程度の上昇は「避けられない」とする噂を擁護した。
Bahasa Indonesia: Howard telah bertahan terhadap rumor yang mengatakan beberapa peningkatan akan 'tidak bisa dihindari'.
A:
|
Yes
|
task1117_alt_ja_id_answer_generation
|
NIv2
|
zs_opt
| 7
|
validation
|
Q: In this task, you need to replace a letter in the sentence with another given letter.
Sentence: 'the man jumps the bench on his skateboard'. Replace the letter 'h' with 'e' in the sentence.
A:
|
tee man jumps tee bence on eis skateboard
|
task160_replace_letter_in_a_sentence
|
NIv2
|
zs_opt
| 7
|
train
|
In this task, you need to replace a letter in the sentence with another given letter.
Ex Input:
Sentence: 'a baseball game is in progress at a baseball stadium'. Replace the letter 's' with 'r' in the sentence.
Ex Output:
a bareball game ir in progrerr at a bareball rtadium
Ex Input:
Sentence: 'an older red airplane is going straight up'. Replace the letter 'h' with 'z' in the sentence.
Ex Output:
an older red airplane is going straigzt up
Ex Input:
Sentence: 'the woman has a slice of cake on her plate'. Replace the letter 'a' with 'z' in the sentence.
Ex Output:
|
the womzn hzs z slice of czke on her plzte
|
task160_replace_letter_in_a_sentence
|
NIv2
|
fs_opt
| 1
|
train
|
In this task, you need to replace a letter in the sentence with another given letter.
Let me give you an example: Sentence: 'group of motorcycle motorists trying to merge into traffic'. Replace the letter 'o' with 'n' in the sentence.
The answer to this example can be: grnup nf mntnrcycle mntnrists trying tn merge intn traffic
Here is why: The letter 'o' has been replaced in the letter 'n'.
OK. solve this:
Sentence: 'a person in black jacket on skis next to a tree'. Replace the letter 'j' with 'b' in the sentence.
Answer:
|
a person in black backet on skis next to a tree
|
task160_replace_letter_in_a_sentence
|
NIv2
|
fs_opt
| 8
|
train
|
In this task, you need to replace a letter in the sentence with another given letter.
Sentence: 'a digital fireplace glowing near a bed with white sheets and a puppy'. Replace the letter 'a' with 'f' in the sentence.
|
f digitfl fireplfce glowing nefr f bed with white sheets fnd f puppy
|
task160_replace_letter_in_a_sentence
|
NIv2
|
zs_opt
| 0
|
train
|
Given the task definition and input, reply with output. In this task, you need to replace a letter in the sentence with another given letter.
Sentence: 'a cow that is walking through the town'. Replace the letter 'i' with 'l' in the sentence.
|
a cow that ls walklng through the town
|
task160_replace_letter_in_a_sentence
|
NIv2
|
zs_opt
| 5
|
train
|
Teacher:In this task, you need to replace a letter in the sentence with another given letter.
Teacher: Now, understand the problem? Solve this instance: Sentence: 'a propeller powered plane making a turn in the sky'. Replace the letter 'l' with 'z' in the sentence.
Student:
|
a propezzer powered pzane making a turn in the sky
|
task160_replace_letter_in_a_sentence
|
NIv2
|
zs_opt
| 6
|
train
|
In this task, you need to replace a letter in the sentence with another given letter.
Sentence: 'a clean bathroom that has a sink and a bathtub'. Replace the letter 'l' with 'f' in the sentence.
|
a cfean bathroom that has a sink and a bathtub
|
task160_replace_letter_in_a_sentence
|
NIv2
|
zs_opt
| 0
|
train
|
In this task, you need to replace a letter in the sentence with another given letter.
One example is below.
Q: Sentence: 'group of motorcycle motorists trying to merge into traffic'. Replace the letter 'o' with 'n' in the sentence.
A: grnup nf mntnrcycle mntnrists trying tn merge intn traffic
Rationale: The letter 'o' has been replaced in the letter 'n'.
Q: Sentence: 'two airplanes that are sitting on the asphalt'. Replace the letter 'w' with 'z' in the sentence.
A:
|
tzo airplanes that are sitting on the asphalt
|
task160_replace_letter_in_a_sentence
|
NIv2
|
fs_opt
| 9
|
train
|
Teacher: In this task, you need to replace a letter in the sentence with another given letter.
Teacher: Now, understand the problem? If you are still confused, see the following example:
Sentence: 'group of motorcycle motorists trying to merge into traffic'. Replace the letter 'o' with 'n' in the sentence.
Solution: grnup nf mntnrcycle mntnrists trying tn merge intn traffic
Reason: The letter 'o' has been replaced in the letter 'n'.
Now, solve this instance: Sentence: 'two sheep standing next to each other in a doorway'. Replace the letter 'h' with 'd' in the sentence.
Student:
|
two sdeep standing next to eacd otder in a doorway
|
task160_replace_letter_in_a_sentence
|
NIv2
|
fs_opt
| 2
|
test
|
Detailed Instructions: In this task, you need to replace a letter in the sentence with another given letter.
See one example below:
Problem: Sentence: 'group of motorcycle motorists trying to merge into traffic'. Replace the letter 'o' with 'n' in the sentence.
Solution: grnup nf mntnrcycle mntnrists trying tn merge intn traffic
Explanation: The letter 'o' has been replaced in the letter 'n'.
Problem: Sentence: 'a group of four playing frisbee in a yard'. Replace the letter 'e' with 'a' in the sentence.
Solution:
|
a group of four playing frisbaa in a yard
|
task160_replace_letter_in_a_sentence
|
NIv2
|
fs_opt
| 4
|
validation
|
In this task, you need to translate the given English sentence to the French language
Ex Input:
What is the Regional Dental Benefit Grid and why has it been revised?
Ex Output:
Qu'est-ce que la Grille régionale des soins dentaires et pourquoi a-t-elle été révisée?
Ex Input:
What is the best way to signal your interest in what another person is saying?
Ex Output:
Quel est le meilleur moyen de manifester votre intérêt aux propos d'une autre personne?
Ex Input:
What answers have been, or could be, suggested?
Ex Output:
|
POURQUOI PARLER D'ÉTHIQUE ?
|
task829_giga_fren_translation
|
NIv2
|
fs_opt
| 1
|
train
|
Detailed Instructions: In this task, you need to translate the given English sentence to the French language
Problem:What Union?
Solution:
|
Quelle Union ?
|
task829_giga_fren_translation
|
NIv2
|
zs_opt
| 8
|
train
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
In this task, you need to translate the given English sentence to the French language
Who can apply for special access to medical devices?
Solution: Qui peut demander l’accès spécial à des instruments médicaux?
Why? English sentence is properly converted into French sentence
New input: What are its physical and chemical properties?
Solution:
|
Quelles en sont les propriétés physiques et chimiques?
|
task829_giga_fren_translation
|
NIv2
|
fs_opt
| 0
|
train
|
Teacher:In this task, you need to translate the given English sentence to the French language
Teacher: Now, understand the problem? Solve this instance: What are the advantages of a cooperative environmental assessment?
Student:
|
Quels sont les avantages d'une évaluation environnementale coopérative?
|
task829_giga_fren_translation
|
NIv2
|
zs_opt
| 6
|
train
|
Detailed Instructions: In this task, you need to translate the given English sentence to the French language
Q: What can be made from bio-mass?
A:
|
Que peut-on fabriquer avec la biomasse?
|
task829_giga_fren_translation
|
NIv2
|
zs_opt
| 9
|
train
|
In this task, you need to translate the given English sentence to the French language
Example: Who can apply for special access to medical devices?
Example solution: Qui peut demander l’accès spécial à des instruments médicaux?
Example explanation: English sentence is properly converted into French sentence
Problem: What are the predicted changes in water levels?
|
Solution: Quels sont les changements prévus dans les niveaux d’eau ?
|
task829_giga_fren_translation
|
NIv2
|
fs_opt
| 5
|
train
|
Detailed Instructions: In this task, you need to translate the given English sentence to the French language
Q: What is the value to investors today?
A:
|
Quelle serait sa valeur, aujourd'hui même, pour des investisseurs?
|
task829_giga_fren_translation
|
NIv2
|
zs_opt
| 9
|
train
|
Instructions: In this task, you need to translate the given English sentence to the French language
Input: What indicators can be used to explore the extent of racism?
Output:
|
Quels sont les indicateurs à utiliser pour déterminer l'ampleur du racisme?
|
task829_giga_fren_translation
|
NIv2
|
zs_opt
| 3
|
train
|
In this task, you need to translate the given English sentence to the French language
Example: Who can apply for special access to medical devices?
Example solution: Qui peut demander l’accès spécial à des instruments médicaux?
Example explanation: English sentence is properly converted into French sentence
Problem: What should be considered in deciding when and how to request drug shortage information from the public, health care professionals, and industry?
|
Solution: Quels sont les facteurs dont on devrait tenir compte en ce qui a trait au moment et à la façon de demander des renseignements sur une pénurie de médicaments au grand public, aux professionnels de la santé et à l'industrie?
|
task829_giga_fren_translation
|
NIv2
|
fs_opt
| 5
|
test
|
Teacher:In this task, you need to translate the given English sentence to the French language
Teacher: Now, understand the problem? Solve this instance: What are the strengths and weaknesses of this framework of cooperation?
Student:
|
À votre avis : < Quelles sont les forces et les faiblesses de ce cadre de collaboration?
|
task829_giga_fren_translation
|
NIv2
|
zs_opt
| 6
|
validation
|
Instructions: A text is given in Marathi. Translate it from the Marathi language to the Tamil language. The translation must not omit or add information to the original sentence.
Input: स्त्रोतांची कमतरताही नाही. आपल्यासारख्या नवतरूणांमध्ये सामर्थ्य हवेच हवे आणि ते तुमच्यामध्ये भरपूर आहे.
Output:
|
இந்த முழுப் பணி நிலவரத்தையும் தில்லியிலிருந்தபடியே என்னால் கண்காணிக்க முடிந்தது.
|
task1083_pib_translation_marathi_tamil
|
NIv2
|
zs_opt
| 3
|
train
|
Instructions: A text is given in Marathi. Translate it from the Marathi language to the Tamil language. The translation must not omit or add information to the original sentence.
Input: यामुळे,जनतेचा पैसा आणि वेळ यांचा अपव्यय होतो.
Output:
|
விலையேற்றம், காலதாமதம் காரணமாக அரசுப் பணம் அதிக அளவில் விரயமாகி வருவதை நாம் அறிவோம்.
|
task1083_pib_translation_marathi_tamil
|
NIv2
|
zs_opt
| 3
|
train
|
Definition: A text is given in Marathi. Translate it from the Marathi language to the Tamil language. The translation must not omit or add information to the original sentence.
Input: भारताच्या विविध भागात वेळोवेळी संतांचा उदय झाला, असे सांगून या संतांनी अनिष्ट प्रथा, रुढी यांच्यातून मुक्त होण्यासाठी समाजाला मार्ग दाखवल्याचे पंतप्रधान म्हणाले.
Output:
|
இந்தியாவின் பல்வேறு பகுதிகளில் அவ்வப்போது துறவிகள் உருவாகி, சமூகத் தீமைகளை விட்டொழிக்க சமுதாயத்திற்கு வழிகாட்டினார்கள் என்றும் பிரதமர் கூறினார்.
|
task1083_pib_translation_marathi_tamil
|
NIv2
|
zs_opt
| 2
|
train
|
Detailed Instructions: A text is given in Marathi. Translate it from the Marathi language to the Tamil language. The translation must not omit or add information to the original sentence.
See one example below:
Problem: संपूर्ण वर्षभर शेतकऱ्यांना उत्पनाची हमी देणारं हे मॉडेल अतिशय महत्वाचे आहे
Solution: ஆண்டு முழுவதும் விவசாயிகளுக்கு உற்பத்திக்கு உத்தரவாதம் செய்வதற்கு இந்த மாதிரி மிகவும் முக்கியமானது
Explanation: Correct translation for given sentence. Input sentence means 'This model is very important to guarantee the production for the farmers throughout the year' which is the same as the output sentence.
Problem: याच विश्वासासह मी माझे भाषण संपवतो.
Solution:
|
இந்த நம்பிக்கையோடு நான் எனது உரையை முடித்துக் கொள்கிறேன்.
|
task1083_pib_translation_marathi_tamil
|
NIv2
|
fs_opt
| 4
|
train
|
Detailed Instructions: A text is given in Marathi. Translate it from the Marathi language to the Tamil language. The translation must not omit or add information to the original sentence.
Q: मात्र सकारात्मक स्थितीसाठी तुम्हाला सर्वप्रथम मुख्य टीमला प्रशिक्षित करावे लागते.
A:
|
அதேசமயம், மக்கள் இயக்கங்களை ஆக்கபூர்வமாக மாற்றுவதற்கு ஒரு முக்கிய குழுவை ஏற்படுத்தி ,அதற்கு பயிற்றுவிப்பது அவசியமாகும்.
|
task1083_pib_translation_marathi_tamil
|
NIv2
|
zs_opt
| 9
|
train
|
You will be given a definition of a task first, then some input of the task.
A text is given in Marathi. Translate it from the Marathi language to the Tamil language. The translation must not omit or add information to the original sentence.
मला आशा आहे की, पुढील वर्षाच्या अखेरपर्यंत पुण्यात 12 किलोमीटर मार्गावर मेट्रो धावायला सुरुवात होईल.
Output:
|
அடுத்த ஆண்டு இறுதிவாக்கில், புனே நகரில் 12 கிலோ மீட்டர் வழித்தடத்தில் மெட்ரோ ரயில் ஓடத் தொடங்கும் என்று எதிர்பார்க்கிறேன்.
|
task1083_pib_translation_marathi_tamil
|
NIv2
|
zs_opt
| 1
|
train
|
A text is given in Marathi. Translate it from the Marathi language to the Tamil language. The translation must not omit or add information to the original sentence.
13 व्या शिखर परिषदेत, दोन्ही पंतप्रधानांनी, भारतीय नौदल आणि जेएमएसडीएफ यांच्यात अधिक सहकार्यासाठीच्या अंमलबजावणी व्यवस्थेवर स्वाक्षऱ्या करण्याचे स्वागत केले तसेच क्रॉस सर्व्हिसिंग कराराचे स्वागत केले असून दोन्ही देश धोरणात्मक संबंध अधिक सखोल करणार आहेत.
13வது உச்சி மாநாட்டின்போது இந்திய கடற்படைக்கும் ஜப்பானின் கடலோர தற்காப்புப் படைக்கும் இடையே மேலும் ஆழமான ஒத்துழைப்பிற்கான ஏற்பாட்டை அமலாக்குவது, இறக்குமதி மற்றும் பரஸ்பர பழுதுபார்க்கும் பணிகள் ஆகியவற்றுக்கான பேச்சுவார்த்தைகள் துவங்குவது குறித்து கையெழுத்தானதை இரு நாடுகளின் பிரதமர்களும் வரவேற்றனர்.
आज जेव्हा भारत मंगळावर माणूस पाठवण्यासाठी तयार आहे तेव्हाच प्रत्येक भारतीयाच्या डोक्यावर छप्पर असल्याची खात्री देखील त्याने केली आहे
இன்று இந்தியா உலகப் பொருளாதாரத்தில் மிக வேகமாக வளர்ந்து வரும் நாடாக மாறியுள்ள அதே நேரத்தில் துரிதமான வேகத்தில் வறுமையை அகற்றுவதிலும் அது ஈடுபட்டு வருகிறது.
एवढ्या मोठ्या प्रमाणावर बदल तेव्हा होतात, जेव्हा धोरणात्मक सुधारणांच्या माध्यमातून शासनात एक नवीन कार्य संस्कृती विकसित केली जाते.
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முதலீட்டுக்கான சூழலை கடந்த 3 ஆண்டுகளாக வலுப்படுத்துவதற்கான முயற்சியில் மகராஷ்ட்டிர அரசு ஈடுபட்டு, புதிய முயற்சிகளை எடுத்துள்ளது.
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task1083_pib_translation_marathi_tamil
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NIv2
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fs_opt
| 0
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train
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Detailed Instructions: A text is given in Marathi. Translate it from the Marathi language to the Tamil language. The translation must not omit or add information to the original sentence.
Problem:आणि म्हणूनच आपल्यापेक्षा दुसरी कोणतीच मोठी प्रेरणा असू शकत नाही.
Solution:
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அதனால்தான் உங்களைக் காட்டிலும் சிறந்த உத்வேகம் அளிப்பவர்கள் வேறு யாரும் இருக்க முடியாது.
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task1083_pib_translation_marathi_tamil
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NIv2
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zs_opt
| 8
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train
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A text is given in Marathi. Translate it from the Marathi language to the Tamil language. The translation must not omit or add information to the original sentence.
Example Input: एक गोष्ट नक्कीच आहे की आपल्या देशात अशा अनेक जागा आहेत, जिथे कोणी गरीब व्यक्ती, कोणी भुकेली व्यक्ती गेली, तर त्याला जेवायला नक्की मिळेल.
Example Output: ஏழை நபர் ஒருவர், பசியுடன் உள்ள ஒரு நபர் உணவுக்காக வந்தார் என்றால், அது அவருக்கு வழங்கப்படக்கூடிய இடம் உள்ளது என்பது உறுதி.
Example Input: या राष्ट्रीय सैनिक स्मारकाची संकल्पना चार केंद्रीत चक्रांवर आधारित आहे. यामध्ये एका सैनिकाच्या जन्मापासून ते हौतात्म्यापर्यंतचं चित्रण आहे.
Example Output: தேசிய இராணுவ நினைவகத்தின் கருத்தாக்கம், 4 பொதுமைய வட்டங்கள் அதாவது 4 சக்கரங்களை மையமாகக் கொண்டது; இதிலே ஒரு வீரனின் பிறப்பு தொடங்கி, தியாகம் வரையிலான பயணம் சித்தரிக்கப்பட்டிருக்கிறது.
Example Input: इथे ह्या कार्यक्रमाला येण्यापूर्वी मी इस्राइलचे प्रसिध्द बेझालेल एलिअहु यांना भेटलो.
Example Output:
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இந்த நிகழ்ச்சிக்கு வருவதற்கு முன்பாக இஸ்ரேலின் மிகவும் புகழ்பெற்ற நபரான பெசாலெல் எலியாஹுவை சந்தித்து வந்தேன்.
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task1083_pib_translation_marathi_tamil
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NIv2
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fs_opt
| 3
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test
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TASK DEFINITION: A text is given in Marathi. Translate it from the Marathi language to the Tamil language. The translation must not omit or add information to the original sentence.
PROBLEM: व्यापार विकास आणि प्रोत्साहन परिषद, राज्य सरकार आणि केंद्रशासित प्रदेशात आंतरराष्ट्रीय व्यापाराला प्रोत्साहन देणारे वातावरण निर्माण करण्यासाठी काम करत आहे हे एक उत्तम पाऊल उचलण्यात आले आहे.
SOLUTION: சர்வதேச வர்த்தகத்தை ஊக்குவிக்கும் வகையிலான சூழலை மாநிலங்கள் மற்றும் யூனியன் பிரதேசங்களில் ஏற்படுத்த வர்த்தக மேம்பாடு மற்றும் ஊக்குவிப்புக்கான கவுன்சில் (Council for Trade Development and Promotion) முயற்சி மேற்கொண்டுவருவது சிறந்த நடவடிக்கையாக உள்ளது.
PROBLEM: त्यांनी नागरिकांना नाताळच्या शुभेच्छा दिल्या.
SOLUTION: தமது கிறிஸ்துமஸ் வாழ்த்துக்களையும் மக்களுக்குத் தெரிவித்துக்கொண்டார்.
PROBLEM: मला मीनासे समुदायाच्या नीना सांता बद्दल माहिती मिळाली.
SOLUTION:
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மெனாஷே இனத்தைச் சேர்ந்த தினா சமதா பற்றியும் நான் அறிந்து கொண்டேன்.
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task1083_pib_translation_marathi_tamil
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NIv2
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fs_opt
| 8
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validation
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Instructions: In this task, you are given commands (in terms of logical operations) to select relevant rows from the given table. Your job is to classify the command into one of these seven categories: (1) majority, (2) unique, (3) superlative, (4) count, (5) comparative, (6) aggregation, and (7) ordinal.
Here are the defications of each category:
1. majority: Describing the majority values (most or all) over one column, with the scope of all table rows or a subset of rows
2. unique: Describing one unique row, regarding one column, with the scope of all table rows or a subset of rows
3. Superlative: Describing the maximum or minimum value in a column, with the scope of all table rows or a subset of rows
4. Ordinal: Describing the n-th maximum or minimum value in a column, with the scope of all table rows or a subset of rows
5. Comparative: Comparing two rows in the table, regarding their values in one column
6. Count: counting some rows in the table based on the values in one column, with the scope of all table rows or a subset of rows
7. Aggregation: Describing the sum or average value over a column, with the scope of all table rows or a subset of rows.
Here are the definitions of logical operators for understanding of command:
1. count: returns the number of rows in the view.
2. only: returns whether there is exactly one row in the view.
3. hop: returns the value under the header column of the row.
4. and: returns the boolean operation result of two arguments.
5. max/min/avg/sum: returns the max/min/average/sum of the values under the header column.
6. nth_max/nth_min: returns the n-th max/n-th min of the values under the header column.
7. argmax/argmin: returns the row with the max/min value in header column.
8. nth_argmax/nth_argmin: returns the row with the n-th max/min value in header column.
9. eq/not_eq: returns if the two arguments are equal.
10. round_eq: returns if the two arguments are roughly equal under certain tolerance.
11. greater/less: returns if the first argument is greater/less than the second argument.
12. diff: returns the difference between two arguments.
13. filter_eq/ filter_not_eq: returns the subview whose values under the header column is equal/not equal to the third argument.
14. filter_greater/filter_less: returns the subview whose values under the header column is greater/less than the third argument.
15. filter_greater_eq /filter_less_eq: returns the subview whose values under the header column is greater/less or equal than the third argument.
16. filter_all: returns the view itself for the case of describing the whole table
17. all_eq/not_eq: returns whether all the values under the header column are equal/not equal to the third argument.
18. all_greater/less: returns whether all the values under the header column are greater/less than the third argument.
19. all_greater_eq/less_eq: returns whether all the values under the header column are greater/less or equal to the third argument.
20. most_eq/not_eq: returns whether most of the values under the header column are equal/not equal to the third argument.
21. most_greater/less: returns whether most of the values under the header column are greater/less than the third argument.
22. most_greater_eq/less_eq: returns whether most of the values under the header column are greater/less or equal to the third argument.
Input: eq { count { filter_eq { all_rows ; college ; arizona state } } ; 2 }
Output:
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count
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task212_logic2text_classification
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NIv2
|
zs_opt
| 3
|
train
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Q: In this task, you are given commands (in terms of logical operations) to select relevant rows from the given table. Your job is to classify the command into one of these seven categories: (1) majority, (2) unique, (3) superlative, (4) count, (5) comparative, (6) aggregation, and (7) ordinal.
Here are the defications of each category:
1. majority: Describing the majority values (most or all) over one column, with the scope of all table rows or a subset of rows
2. unique: Describing one unique row, regarding one column, with the scope of all table rows or a subset of rows
3. Superlative: Describing the maximum or minimum value in a column, with the scope of all table rows or a subset of rows
4. Ordinal: Describing the n-th maximum or minimum value in a column, with the scope of all table rows or a subset of rows
5. Comparative: Comparing two rows in the table, regarding their values in one column
6. Count: counting some rows in the table based on the values in one column, with the scope of all table rows or a subset of rows
7. Aggregation: Describing the sum or average value over a column, with the scope of all table rows or a subset of rows.
Here are the definitions of logical operators for understanding of command:
1. count: returns the number of rows in the view.
2. only: returns whether there is exactly one row in the view.
3. hop: returns the value under the header column of the row.
4. and: returns the boolean operation result of two arguments.
5. max/min/avg/sum: returns the max/min/average/sum of the values under the header column.
6. nth_max/nth_min: returns the n-th max/n-th min of the values under the header column.
7. argmax/argmin: returns the row with the max/min value in header column.
8. nth_argmax/nth_argmin: returns the row with the n-th max/min value in header column.
9. eq/not_eq: returns if the two arguments are equal.
10. round_eq: returns if the two arguments are roughly equal under certain tolerance.
11. greater/less: returns if the first argument is greater/less than the second argument.
12. diff: returns the difference between two arguments.
13. filter_eq/ filter_not_eq: returns the subview whose values under the header column is equal/not equal to the third argument.
14. filter_greater/filter_less: returns the subview whose values under the header column is greater/less than the third argument.
15. filter_greater_eq /filter_less_eq: returns the subview whose values under the header column is greater/less or equal than the third argument.
16. filter_all: returns the view itself for the case of describing the whole table
17. all_eq/not_eq: returns whether all the values under the header column are equal/not equal to the third argument.
18. all_greater/less: returns whether all the values under the header column are greater/less than the third argument.
19. all_greater_eq/less_eq: returns whether all the values under the header column are greater/less or equal to the third argument.
20. most_eq/not_eq: returns whether most of the values under the header column are equal/not equal to the third argument.
21. most_greater/less: returns whether most of the values under the header column are greater/less than the third argument.
22. most_greater_eq/less_eq: returns whether most of the values under the header column are greater/less or equal to the third argument.
round_eq { avg { all_rows ; draw } ; 4.8 }
A:
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aggregation
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task212_logic2text_classification
|
NIv2
|
zs_opt
| 7
|
train
|
In this task, you are given commands (in terms of logical operations) to select relevant rows from the given table. Your job is to classify the command into one of these seven categories: (1) majority, (2) unique, (3) superlative, (4) count, (5) comparative, (6) aggregation, and (7) ordinal.
Here are the defications of each category:
1. majority: Describing the majority values (most or all) over one column, with the scope of all table rows or a subset of rows
2. unique: Describing one unique row, regarding one column, with the scope of all table rows or a subset of rows
3. Superlative: Describing the maximum or minimum value in a column, with the scope of all table rows or a subset of rows
4. Ordinal: Describing the n-th maximum or minimum value in a column, with the scope of all table rows or a subset of rows
5. Comparative: Comparing two rows in the table, regarding their values in one column
6. Count: counting some rows in the table based on the values in one column, with the scope of all table rows or a subset of rows
7. Aggregation: Describing the sum or average value over a column, with the scope of all table rows or a subset of rows.
Here are the definitions of logical operators for understanding of command:
1. count: returns the number of rows in the view.
2. only: returns whether there is exactly one row in the view.
3. hop: returns the value under the header column of the row.
4. and: returns the boolean operation result of two arguments.
5. max/min/avg/sum: returns the max/min/average/sum of the values under the header column.
6. nth_max/nth_min: returns the n-th max/n-th min of the values under the header column.
7. argmax/argmin: returns the row with the max/min value in header column.
8. nth_argmax/nth_argmin: returns the row with the n-th max/min value in header column.
9. eq/not_eq: returns if the two arguments are equal.
10. round_eq: returns if the two arguments are roughly equal under certain tolerance.
11. greater/less: returns if the first argument is greater/less than the second argument.
12. diff: returns the difference between two arguments.
13. filter_eq/ filter_not_eq: returns the subview whose values under the header column is equal/not equal to the third argument.
14. filter_greater/filter_less: returns the subview whose values under the header column is greater/less than the third argument.
15. filter_greater_eq /filter_less_eq: returns the subview whose values under the header column is greater/less or equal than the third argument.
16. filter_all: returns the view itself for the case of describing the whole table
17. all_eq/not_eq: returns whether all the values under the header column are equal/not equal to the third argument.
18. all_greater/less: returns whether all the values under the header column are greater/less than the third argument.
19. all_greater_eq/less_eq: returns whether all the values under the header column are greater/less or equal to the third argument.
20. most_eq/not_eq: returns whether most of the values under the header column are equal/not equal to the third argument.
21. most_greater/less: returns whether most of the values under the header column are greater/less than the third argument.
22. most_greater_eq/less_eq: returns whether most of the values under the header column are greater/less or equal to the third argument.
Q: eq { hop { nth_argmin { all_rows ; build date ; 3 } ; loco name } ; hecate }
A:
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ordinal
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task212_logic2text_classification
|
NIv2
|
zs_opt
| 4
|
train
|
In this task, you are given commands (in terms of logical operations) to select relevant rows from the given table. Your job is to classify the command into one of these seven categories: (1) majority, (2) unique, (3) superlative, (4) count, (5) comparative, (6) aggregation, and (7) ordinal.
Here are the defications of each category:
1. majority: Describing the majority values (most or all) over one column, with the scope of all table rows or a subset of rows
2. unique: Describing one unique row, regarding one column, with the scope of all table rows or a subset of rows
3. Superlative: Describing the maximum or minimum value in a column, with the scope of all table rows or a subset of rows
4. Ordinal: Describing the n-th maximum or minimum value in a column, with the scope of all table rows or a subset of rows
5. Comparative: Comparing two rows in the table, regarding their values in one column
6. Count: counting some rows in the table based on the values in one column, with the scope of all table rows or a subset of rows
7. Aggregation: Describing the sum or average value over a column, with the scope of all table rows or a subset of rows.
Here are the definitions of logical operators for understanding of command:
1. count: returns the number of rows in the view.
2. only: returns whether there is exactly one row in the view.
3. hop: returns the value under the header column of the row.
4. and: returns the boolean operation result of two arguments.
5. max/min/avg/sum: returns the max/min/average/sum of the values under the header column.
6. nth_max/nth_min: returns the n-th max/n-th min of the values under the header column.
7. argmax/argmin: returns the row with the max/min value in header column.
8. nth_argmax/nth_argmin: returns the row with the n-th max/min value in header column.
9. eq/not_eq: returns if the two arguments are equal.
10. round_eq: returns if the two arguments are roughly equal under certain tolerance.
11. greater/less: returns if the first argument is greater/less than the second argument.
12. diff: returns the difference between two arguments.
13. filter_eq/ filter_not_eq: returns the subview whose values under the header column is equal/not equal to the third argument.
14. filter_greater/filter_less: returns the subview whose values under the header column is greater/less than the third argument.
15. filter_greater_eq /filter_less_eq: returns the subview whose values under the header column is greater/less or equal than the third argument.
16. filter_all: returns the view itself for the case of describing the whole table
17. all_eq/not_eq: returns whether all the values under the header column are equal/not equal to the third argument.
18. all_greater/less: returns whether all the values under the header column are greater/less than the third argument.
19. all_greater_eq/less_eq: returns whether all the values under the header column are greater/less or equal to the third argument.
20. most_eq/not_eq: returns whether most of the values under the header column are equal/not equal to the third argument.
21. most_greater/less: returns whether most of the values under the header column are greater/less than the third argument.
22. most_greater_eq/less_eq: returns whether most of the values under the header column are greater/less or equal to the third argument.
Example Input: most_eq { all_rows ; socialist ticket ; man }
Example Output: majority
Example Input: and { only { filter_eq { all_rows ; opponent in the final ; mark selby } } ; eq { hop { filter_eq { all_rows ; opponent in the final ; mark selby } ; championship } ; uk championship } }
Example Output: unique
Example Input: eq { hop { argmax { all_rows ; population 2007 census ( hab ) } ; city district } ; cuzco }
Example Output:
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superlative
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task212_logic2text_classification
|
NIv2
|
fs_opt
| 3
|
train
|
Detailed Instructions: In this task, you are given commands (in terms of logical operations) to select relevant rows from the given table. Your job is to classify the command into one of these seven categories: (1) majority, (2) unique, (3) superlative, (4) count, (5) comparative, (6) aggregation, and (7) ordinal.
Here are the defications of each category:
1. majority: Describing the majority values (most or all) over one column, with the scope of all table rows or a subset of rows
2. unique: Describing one unique row, regarding one column, with the scope of all table rows or a subset of rows
3. Superlative: Describing the maximum or minimum value in a column, with the scope of all table rows or a subset of rows
4. Ordinal: Describing the n-th maximum or minimum value in a column, with the scope of all table rows or a subset of rows
5. Comparative: Comparing two rows in the table, regarding their values in one column
6. Count: counting some rows in the table based on the values in one column, with the scope of all table rows or a subset of rows
7. Aggregation: Describing the sum or average value over a column, with the scope of all table rows or a subset of rows.
Here are the definitions of logical operators for understanding of command:
1. count: returns the number of rows in the view.
2. only: returns whether there is exactly one row in the view.
3. hop: returns the value under the header column of the row.
4. and: returns the boolean operation result of two arguments.
5. max/min/avg/sum: returns the max/min/average/sum of the values under the header column.
6. nth_max/nth_min: returns the n-th max/n-th min of the values under the header column.
7. argmax/argmin: returns the row with the max/min value in header column.
8. nth_argmax/nth_argmin: returns the row with the n-th max/min value in header column.
9. eq/not_eq: returns if the two arguments are equal.
10. round_eq: returns if the two arguments are roughly equal under certain tolerance.
11. greater/less: returns if the first argument is greater/less than the second argument.
12. diff: returns the difference between two arguments.
13. filter_eq/ filter_not_eq: returns the subview whose values under the header column is equal/not equal to the third argument.
14. filter_greater/filter_less: returns the subview whose values under the header column is greater/less than the third argument.
15. filter_greater_eq /filter_less_eq: returns the subview whose values under the header column is greater/less or equal than the third argument.
16. filter_all: returns the view itself for the case of describing the whole table
17. all_eq/not_eq: returns whether all the values under the header column are equal/not equal to the third argument.
18. all_greater/less: returns whether all the values under the header column are greater/less than the third argument.
19. all_greater_eq/less_eq: returns whether all the values under the header column are greater/less or equal to the third argument.
20. most_eq/not_eq: returns whether most of the values under the header column are equal/not equal to the third argument.
21. most_greater/less: returns whether most of the values under the header column are greater/less than the third argument.
22. most_greater_eq/less_eq: returns whether most of the values under the header column are greater/less or equal to the third argument.
Q: less { hop { filter_eq { all_rows ; member countries ; france } ; gdp per capita ( us ) } ; hop { filter_eq { all_rows ; member countries ; west germany } ; gdp per capita ( us ) } }
A:
|
comparative
|
task212_logic2text_classification
|
NIv2
|
zs_opt
| 9
|
train
|
Given the task definition and input, reply with output. In this task, you are given commands (in terms of logical operations) to select relevant rows from the given table. Your job is to classify the command into one of these seven categories: (1) majority, (2) unique, (3) superlative, (4) count, (5) comparative, (6) aggregation, and (7) ordinal.
Here are the defications of each category:
1. majority: Describing the majority values (most or all) over one column, with the scope of all table rows or a subset of rows
2. unique: Describing one unique row, regarding one column, with the scope of all table rows or a subset of rows
3. Superlative: Describing the maximum or minimum value in a column, with the scope of all table rows or a subset of rows
4. Ordinal: Describing the n-th maximum or minimum value in a column, with the scope of all table rows or a subset of rows
5. Comparative: Comparing two rows in the table, regarding their values in one column
6. Count: counting some rows in the table based on the values in one column, with the scope of all table rows or a subset of rows
7. Aggregation: Describing the sum or average value over a column, with the scope of all table rows or a subset of rows.
Here are the definitions of logical operators for understanding of command:
1. count: returns the number of rows in the view.
2. only: returns whether there is exactly one row in the view.
3. hop: returns the value under the header column of the row.
4. and: returns the boolean operation result of two arguments.
5. max/min/avg/sum: returns the max/min/average/sum of the values under the header column.
6. nth_max/nth_min: returns the n-th max/n-th min of the values under the header column.
7. argmax/argmin: returns the row with the max/min value in header column.
8. nth_argmax/nth_argmin: returns the row with the n-th max/min value in header column.
9. eq/not_eq: returns if the two arguments are equal.
10. round_eq: returns if the two arguments are roughly equal under certain tolerance.
11. greater/less: returns if the first argument is greater/less than the second argument.
12. diff: returns the difference between two arguments.
13. filter_eq/ filter_not_eq: returns the subview whose values under the header column is equal/not equal to the third argument.
14. filter_greater/filter_less: returns the subview whose values under the header column is greater/less than the third argument.
15. filter_greater_eq /filter_less_eq: returns the subview whose values under the header column is greater/less or equal than the third argument.
16. filter_all: returns the view itself for the case of describing the whole table
17. all_eq/not_eq: returns whether all the values under the header column are equal/not equal to the third argument.
18. all_greater/less: returns whether all the values under the header column are greater/less than the third argument.
19. all_greater_eq/less_eq: returns whether all the values under the header column are greater/less or equal to the third argument.
20. most_eq/not_eq: returns whether most of the values under the header column are equal/not equal to the third argument.
21. most_greater/less: returns whether most of the values under the header column are greater/less than the third argument.
22. most_greater_eq/less_eq: returns whether most of the values under the header column are greater/less or equal to the third argument.
round_eq { avg { filter_eq { all_rows ; date ; november } ; attendance } ; 13736 }
|
aggregation
|
task212_logic2text_classification
|
NIv2
|
zs_opt
| 5
|
train
|
Given the task definition and input, reply with output. In this task, you are given commands (in terms of logical operations) to select relevant rows from the given table. Your job is to classify the command into one of these seven categories: (1) majority, (2) unique, (3) superlative, (4) count, (5) comparative, (6) aggregation, and (7) ordinal.
Here are the defications of each category:
1. majority: Describing the majority values (most or all) over one column, with the scope of all table rows or a subset of rows
2. unique: Describing one unique row, regarding one column, with the scope of all table rows or a subset of rows
3. Superlative: Describing the maximum or minimum value in a column, with the scope of all table rows or a subset of rows
4. Ordinal: Describing the n-th maximum or minimum value in a column, with the scope of all table rows or a subset of rows
5. Comparative: Comparing two rows in the table, regarding their values in one column
6. Count: counting some rows in the table based on the values in one column, with the scope of all table rows or a subset of rows
7. Aggregation: Describing the sum or average value over a column, with the scope of all table rows or a subset of rows.
Here are the definitions of logical operators for understanding of command:
1. count: returns the number of rows in the view.
2. only: returns whether there is exactly one row in the view.
3. hop: returns the value under the header column of the row.
4. and: returns the boolean operation result of two arguments.
5. max/min/avg/sum: returns the max/min/average/sum of the values under the header column.
6. nth_max/nth_min: returns the n-th max/n-th min of the values under the header column.
7. argmax/argmin: returns the row with the max/min value in header column.
8. nth_argmax/nth_argmin: returns the row with the n-th max/min value in header column.
9. eq/not_eq: returns if the two arguments are equal.
10. round_eq: returns if the two arguments are roughly equal under certain tolerance.
11. greater/less: returns if the first argument is greater/less than the second argument.
12. diff: returns the difference between two arguments.
13. filter_eq/ filter_not_eq: returns the subview whose values under the header column is equal/not equal to the third argument.
14. filter_greater/filter_less: returns the subview whose values under the header column is greater/less than the third argument.
15. filter_greater_eq /filter_less_eq: returns the subview whose values under the header column is greater/less or equal than the third argument.
16. filter_all: returns the view itself for the case of describing the whole table
17. all_eq/not_eq: returns whether all the values under the header column are equal/not equal to the third argument.
18. all_greater/less: returns whether all the values under the header column are greater/less than the third argument.
19. all_greater_eq/less_eq: returns whether all the values under the header column are greater/less or equal to the third argument.
20. most_eq/not_eq: returns whether most of the values under the header column are equal/not equal to the third argument.
21. most_greater/less: returns whether most of the values under the header column are greater/less than the third argument.
22. most_greater_eq/less_eq: returns whether most of the values under the header column are greater/less or equal to the third argument.
round_eq { avg { filter_eq { all_rows ; country ; united states } ; to par } ; 9.67 }
|
aggregation
|
task212_logic2text_classification
|
NIv2
|
zs_opt
| 5
|
train
|
Teacher:In this task, you are given commands (in terms of logical operations) to select relevant rows from the given table. Your job is to classify the command into one of these seven categories: (1) majority, (2) unique, (3) superlative, (4) count, (5) comparative, (6) aggregation, and (7) ordinal.
Here are the defications of each category:
1. majority: Describing the majority values (most or all) over one column, with the scope of all table rows or a subset of rows
2. unique: Describing one unique row, regarding one column, with the scope of all table rows or a subset of rows
3. Superlative: Describing the maximum or minimum value in a column, with the scope of all table rows or a subset of rows
4. Ordinal: Describing the n-th maximum or minimum value in a column, with the scope of all table rows or a subset of rows
5. Comparative: Comparing two rows in the table, regarding their values in one column
6. Count: counting some rows in the table based on the values in one column, with the scope of all table rows or a subset of rows
7. Aggregation: Describing the sum or average value over a column, with the scope of all table rows or a subset of rows.
Here are the definitions of logical operators for understanding of command:
1. count: returns the number of rows in the view.
2. only: returns whether there is exactly one row in the view.
3. hop: returns the value under the header column of the row.
4. and: returns the boolean operation result of two arguments.
5. max/min/avg/sum: returns the max/min/average/sum of the values under the header column.
6. nth_max/nth_min: returns the n-th max/n-th min of the values under the header column.
7. argmax/argmin: returns the row with the max/min value in header column.
8. nth_argmax/nth_argmin: returns the row with the n-th max/min value in header column.
9. eq/not_eq: returns if the two arguments are equal.
10. round_eq: returns if the two arguments are roughly equal under certain tolerance.
11. greater/less: returns if the first argument is greater/less than the second argument.
12. diff: returns the difference between two arguments.
13. filter_eq/ filter_not_eq: returns the subview whose values under the header column is equal/not equal to the third argument.
14. filter_greater/filter_less: returns the subview whose values under the header column is greater/less than the third argument.
15. filter_greater_eq /filter_less_eq: returns the subview whose values under the header column is greater/less or equal than the third argument.
16. filter_all: returns the view itself for the case of describing the whole table
17. all_eq/not_eq: returns whether all the values under the header column are equal/not equal to the third argument.
18. all_greater/less: returns whether all the values under the header column are greater/less than the third argument.
19. all_greater_eq/less_eq: returns whether all the values under the header column are greater/less or equal to the third argument.
20. most_eq/not_eq: returns whether most of the values under the header column are equal/not equal to the third argument.
21. most_greater/less: returns whether most of the values under the header column are greater/less than the third argument.
22. most_greater_eq/less_eq: returns whether most of the values under the header column are greater/less or equal to the third argument.
Teacher: Now, understand the problem? Solve this instance: eq { hop { argmax { all_rows ; 2008 ( cia factbook ) } ; nation } ; chile }
Student:
|
superlative
|
task212_logic2text_classification
|
NIv2
|
zs_opt
| 6
|
train
|
Definition: In this task, you are given commands (in terms of logical operations) to select relevant rows from the given table. Your job is to classify the command into one of these seven categories: (1) majority, (2) unique, (3) superlative, (4) count, (5) comparative, (6) aggregation, and (7) ordinal.
Here are the defications of each category:
1. majority: Describing the majority values (most or all) over one column, with the scope of all table rows or a subset of rows
2. unique: Describing one unique row, regarding one column, with the scope of all table rows or a subset of rows
3. Superlative: Describing the maximum or minimum value in a column, with the scope of all table rows or a subset of rows
4. Ordinal: Describing the n-th maximum or minimum value in a column, with the scope of all table rows or a subset of rows
5. Comparative: Comparing two rows in the table, regarding their values in one column
6. Count: counting some rows in the table based on the values in one column, with the scope of all table rows or a subset of rows
7. Aggregation: Describing the sum or average value over a column, with the scope of all table rows or a subset of rows.
Here are the definitions of logical operators for understanding of command:
1. count: returns the number of rows in the view.
2. only: returns whether there is exactly one row in the view.
3. hop: returns the value under the header column of the row.
4. and: returns the boolean operation result of two arguments.
5. max/min/avg/sum: returns the max/min/average/sum of the values under the header column.
6. nth_max/nth_min: returns the n-th max/n-th min of the values under the header column.
7. argmax/argmin: returns the row with the max/min value in header column.
8. nth_argmax/nth_argmin: returns the row with the n-th max/min value in header column.
9. eq/not_eq: returns if the two arguments are equal.
10. round_eq: returns if the two arguments are roughly equal under certain tolerance.
11. greater/less: returns if the first argument is greater/less than the second argument.
12. diff: returns the difference between two arguments.
13. filter_eq/ filter_not_eq: returns the subview whose values under the header column is equal/not equal to the third argument.
14. filter_greater/filter_less: returns the subview whose values under the header column is greater/less than the third argument.
15. filter_greater_eq /filter_less_eq: returns the subview whose values under the header column is greater/less or equal than the third argument.
16. filter_all: returns the view itself for the case of describing the whole table
17. all_eq/not_eq: returns whether all the values under the header column are equal/not equal to the third argument.
18. all_greater/less: returns whether all the values under the header column are greater/less than the third argument.
19. all_greater_eq/less_eq: returns whether all the values under the header column are greater/less or equal to the third argument.
20. most_eq/not_eq: returns whether most of the values under the header column are equal/not equal to the third argument.
21. most_greater/less: returns whether most of the values under the header column are greater/less than the third argument.
22. most_greater_eq/less_eq: returns whether most of the values under the header column are greater/less or equal to the third argument.
Input: eq { hop { nth_argmax { all_rows ; number of electorates ( 2003 ) ; 2 } ; constituency number } ; 49 }
Output:
|
ordinal
|
task212_logic2text_classification
|
NIv2
|
zs_opt
| 2
|
test
|
TASK DEFINITION: In this task, you are given commands (in terms of logical operations) to select relevant rows from the given table. Your job is to classify the command into one of these seven categories: (1) majority, (2) unique, (3) superlative, (4) count, (5) comparative, (6) aggregation, and (7) ordinal.
Here are the defications of each category:
1. majority: Describing the majority values (most or all) over one column, with the scope of all table rows or a subset of rows
2. unique: Describing one unique row, regarding one column, with the scope of all table rows or a subset of rows
3. Superlative: Describing the maximum or minimum value in a column, with the scope of all table rows or a subset of rows
4. Ordinal: Describing the n-th maximum or minimum value in a column, with the scope of all table rows or a subset of rows
5. Comparative: Comparing two rows in the table, regarding their values in one column
6. Count: counting some rows in the table based on the values in one column, with the scope of all table rows or a subset of rows
7. Aggregation: Describing the sum or average value over a column, with the scope of all table rows or a subset of rows.
Here are the definitions of logical operators for understanding of command:
1. count: returns the number of rows in the view.
2. only: returns whether there is exactly one row in the view.
3. hop: returns the value under the header column of the row.
4. and: returns the boolean operation result of two arguments.
5. max/min/avg/sum: returns the max/min/average/sum of the values under the header column.
6. nth_max/nth_min: returns the n-th max/n-th min of the values under the header column.
7. argmax/argmin: returns the row with the max/min value in header column.
8. nth_argmax/nth_argmin: returns the row with the n-th max/min value in header column.
9. eq/not_eq: returns if the two arguments are equal.
10. round_eq: returns if the two arguments are roughly equal under certain tolerance.
11. greater/less: returns if the first argument is greater/less than the second argument.
12. diff: returns the difference between two arguments.
13. filter_eq/ filter_not_eq: returns the subview whose values under the header column is equal/not equal to the third argument.
14. filter_greater/filter_less: returns the subview whose values under the header column is greater/less than the third argument.
15. filter_greater_eq /filter_less_eq: returns the subview whose values under the header column is greater/less or equal than the third argument.
16. filter_all: returns the view itself for the case of describing the whole table
17. all_eq/not_eq: returns whether all the values under the header column are equal/not equal to the third argument.
18. all_greater/less: returns whether all the values under the header column are greater/less than the third argument.
19. all_greater_eq/less_eq: returns whether all the values under the header column are greater/less or equal to the third argument.
20. most_eq/not_eq: returns whether most of the values under the header column are equal/not equal to the third argument.
21. most_greater/less: returns whether most of the values under the header column are greater/less than the third argument.
22. most_greater_eq/less_eq: returns whether most of the values under the header column are greater/less or equal to the third argument.
PROBLEM: round_eq { sum { all_rows ; population } ; 46350 }
SOLUTION: aggregation
PROBLEM: eq { count { filter_eq { all_rows ; region ; united states } } ; 3 }
SOLUTION: count
PROBLEM: eq { hop { nth_argmin { all_rows ; first elected ; 1 } ; district } ; texas 1 }
SOLUTION:
|
ordinal
|
task212_logic2text_classification
|
NIv2
|
fs_opt
| 8
|
validation
|
I can use this background: Type 2 diabetes is much more common than type 1 diabetes. Type 2 diabetes occurs when body cells no longer respond normally to insulin. The pancreas still makes insulin, but the cells of the body can’t use it. Being overweight and having high blood pressure increase the chances of developing type 2 diabetes. This type of diabetes usually develops in adulthood. However, it is becoming more common in teens and children because more young people are overweight now than ever before. Now, I have a new situation: John is very health conscious. He works out regularly, and maintains balanced diet. But his friend Keith doesn't care much about health. He indulges in fast foods, and never exercises. As a result, Keith has type 2 diabetes, but John is free from diabetes. Answer this question please: Who is more likely to be overweight, John or Keith?
Answer:
|
Keith
|
ropes_background_new_situation_answer
|
P3
|
zs_opt
| 1
|
train
|
Problem: I can use this background: Excess intake of calcium may cause hypercalcaemia. However, because calcium is absorbed rather inefficiently by the intestines, high serum calcium is more likely caused by excessive secretion of parathyroid hormone (PTH) or possibly by excessive intake of vitamin D, both which facilitate calcium absorption. It may also be due to bone destruction that occurs when tumours metastasize within bone. All these conditions result in excess calcium salts being deposited in the heart, blood vessels, or kidneys. Symptoms include anorexia, nausea, vomiting, memory loss, confusion, muscle weakness, increased urination, dehydration, and metabolic bone disease. Chronic hypercalcaemia typically leads to calcification of soft tissue and its serious consequences: for example, calcification can cause loss of elasticity of vascular walls and disruption of laminar blood flow—and thence to plaque rupture and thrombosis. Conversely, inadequate calcium or vitamin D intakes may result in hypocalcaemia, often caused also by inadequate secretion of parathyroid hormone or defective PTH receptors in cells. Symptoms include neuromuscular excitability, which potentially causes tetany and disruption of conductivity in cardiac tissue. Now, I have a new situation: Two sisters went in for a medical examination. Mary had normal blood calcium level, but her sister Ann sadly found out that she has a condition named hypercalcaemia. Ann started a new treatment right away. Answer this question please: Which sister didn't have an excessive secretion of parathyroid hormone (PTH)?
A: Mary
Problem: I can use this background: Compared to conventional milk production, organic milk production tends to have lower eutrophication potential per ton of milk or per hectare of farmland, because it potentially reduces leaching of nitrates (NO3−) and phosphates (PO4−) due to lower fertilizer application rates. Because organic milk production reduces pesticides utilization, it increases land use per ton of milk due to decreased crop yields per hectare. Mainly due to the lower level of concentrates given to cows in organic herds, organic dairy farms generally produce less milk per cow than conventional dairy farms. Because of the increased use of roughage and the, on-average, lower milk production level per cow, some research has connected organic milk production with increases in the emission of methane.Animal welfare issues vary among dairy farms and are not necessarily related to the way of producing milk (organically or conventionally). Now, I have a new situation: Two different countries have different approaches to milk production. Austria produced organic milk, while Hungary produced conventional milk. Answer this question please: Which country had lower eutrophication potential per ton of milk or per hectare of farmland?
A: Austria
Problem: I can use this background: While people have been able to prevent certain viral diseases by vaccinations for many hundreds of years, the development of antiviral drugs to treat viral diseases is a relatively recent development. Antiviral drugs are medications used specifically for treating the symptoms of viral infections. The first antiviral drug was interferon , a substance that is naturally produced by certain immune cells when an infection is detected. Over the past twenty years the development of antiretroviral drugs (also known as antiretroviral therapy, or ART) has increased rapidly. This has been driven by the AIDS epidemic. Now, I have a new situation: The Doctor studied two teams of people. Team N had no viral infections, while Team W had many people with HIV among its members. Obviously, team N had fewer health issues. Answer this question please: Which team had fewer people receiving the first antiviral drug?
A: team N
Problem: I can use this background: Biodiversity loss is the extinction of species (plant or animal) worldwide, and also the local reduction or loss of species in a certain habitat. The latter phenomenon can be temporary or permanent, depending on whether the environmental degradation that leads to the loss is reversible through ecological restoration / ecological resilience or effectively permanent (e.g. through land loss). Global extinction has so far been proven to be irreversible. Even though permanent global species loss is a more dramatic phenomenon than regional changes in species composition, even minor changes from a healthy stable state can have dramatic influence on the food web and the food chain insofar as reductions in only one species can adversely affect the entire chain (coextinction), leading to an overall reduction in biodiversity, possible alternative stable states of an ecosystem notwithstanding. Ecological effects of biodiversity are usually counteracted by its loss. Reduced biodiversity in particular leads to reduced ecosystem services and eventually poses an immediate danger for food security, also for humankind.[1] Now, I have a new situation: Two islands of identical size with similar ecosystems experienced different destinies. Caribu island, inhabited by more natives, hunted a few of the animal species there, contributing to the extinction of a few. People from Hiji island, were pescotarian, and hardly ever fished. Answer this question please: Which islanders ate less fish?
A:
|
Caribu
|
ropes_background_new_situation_answer
|
P3
|
fs_opt
| 7
|
train
|
Problem: Given the question: I can use this background: Further heating then adds energy to the liquid particles, increasing their speed, kinetic energy, and temperature. This is the second slope on the curve. Once the particles are energetic enough to completely break free of each other, they start to enter the gas phase. Boiling occurs at the second plateau of this curve, and the temperature at this point is referred to as the boiling point . Again, the added heat is being used to break up the interactions between particles instead of increasing their kinetic energy, so no temperature increase is observed until all particles are in the gas phase. Finally, adding even more energy will further speed up the gas particles, increasing the kinetic energy and temperature of the substance. Now, I have a new situation: Robbie is heating up two pots of water in his kitchen because he is preparing to make some shrimp. The first pot of water, pot A, has been heating for a long time. The second pot of water, pot B, has only been heating for a short period of time. Answer this question please: Which pot will have water molecules with higher kinetic energy?
++++++++++++++++++++++++++++++++
The answer is:
pot A
Problem: Given the question: I can use this background: For example, a radioactive isotope of iodine (I-131) is used in both the diagnosis and treatment of thyroid cancer. The thyroid will normally absorb some iodine to produce iodine-containing thyroid hormones. An overactive thyroid gland will absorb a larger amount of the radioactive material. If this is the case, more and more radioactive iodine can be administered, where it will cluster in the diseased portion of the thyroid tissue and kill some of the nearby cells. Cancer treatments often cause patients to feel very sick, because while the radiation treatment kills the unwanted cancer cells, it causes damage to some healthy cells in the process. Now, I have a new situation: John is a doctor in a local hospital. Today, he is seeing two patients, patient A and patient B. Patient A has thyroid cancer, but patient B does not have thyroid cancer. John is trying to see the difference between these two patients' reports. Answer this question please: Would patient B's thyroid gland absorb larger or smaller amount of radioactive material than patient A?
++++++++++++++++++++++++++++++++
The answer is:
smaller
Problem: Given the question: I can use this background: The frequency of sound waves is measured in hertz (Hz), or the number of waves that pass a fixed point in a second. Human beings can normally hear sounds with a frequency between about 20 Hz and 20,000 Hz. Sounds with frequencies below 20 hertz are called infrasound . Sounds with frequencies above 20,000 hertz are called ultrasound . Some other animals can hear sounds in the ultrasound range. For example, dogs can hear sounds with frequencies as high as 50,000 Hz. You may have seen special whistles that dogs but not people can hear. The whistles produce a sound with a frequency too high for the human ear to detect. Other animals can hear even higher-frequency sounds. Bats, for example, can hear sounds with frequencies higher than 100,000 Hz. Now, I have a new situation: David wants to categorize animals according to the sound waves they can hear. Eventually, he was able to categorize them in three different groups, group A, group B, and group C. He placed the animals that can only hear ifrasound in group A. Then he placed the animals that are only able to hear the same frequency of sound waves as humans do in group B. The last group of animals were able to hear only ultrasound. He placed them in group C. Answer this question please: Which group would be able to hear higher frequency, group A or group B?
++++++++++++++++++++++++++++++++
The answer is:
|
group B
|
ropes_background_new_situation_answer
|
P3
|
fs_opt
| 8
|
train
|
Q: I can use this background: People protect areas that might flood with dams. In dire situations, they use sandbags ( Figure below ). Dams are usually very effective, but high water levels sometimes cause a dam to break. In that case, flooding can be catastrophic. Flood waters can also overflow a dam. People may line a river bank with levees to protect against floods. These are high walls that keep the stream within its banks during floods. Flood protection in one location sometimes causes problems elsewhere. For example, a levee in one location may just force the high water upstream or downstream. This will lead to flooding in a different location. Sometimes water gets so high that the river must be allowed to flood. Now, I have a new situation: Two villages experienced flooding this spring. Berg village used many sandbags to protect from the dam overflowing. Creek village didn't use any sandbags, they were caught by surprise. Answer this question please: Which village was less affected by the dam overflowing?
A: Berg
Q: I can use this background: The trade-off theory of capital structure is the idea that a company chooses how much debt finance and how much equity finance to use by balancing the costs and benefits. The classical version of the hypothesis goes back to Kraus and Litzenberger[1] who considered a balance between the dead-weight costs of bankruptcy and the tax saving benefits of debt. Often agency costs are also included in the balance. This theory is often set up as a competitor theory to the pecking order theory of capital structure. A review of the literature is provided by Frank and Goyal.[2] An important purpose of the theory is to explain the fact that corporations usually are financed partly with debt and partly with equity. It states that there is an advantage to financing with debt, the tax benefits of debt and there is a cost of financing with debt, the costs of financial distress including bankruptcy costs of debt and non-bankruptcy costs (e.g. staff leaving, suppliers demanding disadvantageous payment terms, bondholder/stockholder infighting, etc.). The marginal benefit of further increases in debt declines as debt increases, while the marginal cost increases, so that a firm that is optimizing its overall value will focus on this trade-off when choosing how much debt and equity to use for financing. Now, I have a new situation: Bob is a financial analyst. He used to work for company A. Bob noticed that company A is mostly financed by debt. Recently, he changed job and now working as a financial analyst for another company, company B. Company B has completely different culture than company A. Company B is mostly financed by equity. Answer this question please: Would company A consider or ignore backruptcy costs?
A: consider
Q: I can use this background: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. Now, I have a new situation: Tim and Dan both studied reproduction in college. Dan studied plant reproduction while Tim studied fish reproduction. Answer this question please: Which person studied more about the way fish reproduce?
A: Tim
Q: I can use this background: Distance decay is a geographical term which describes the effect of distance on cultural or spatial interactions. The distance decay effect states that the interaction between two locales declines as the distance between them increases. Once the distance is outside of the two locales' activity space, their interactions begin to decrease. With the advent of faster travel, distance has less effect than it did in the past, except where places previously connected by now-abandoned railways, for example, have fallen off the beaten path. Advances in communications technology, such as telegraphs, telephones, broadcasting, and internet, have further decreased the effects of distance.[1] Now, I have a new situation: Wade county was situated to the east of Gray county. Due to afavorable landscape, Wade county built more roads and railways. Answer this question please: Which county would develop less socially in the future?
A:
|
Gray
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ropes_background_new_situation_answer
|
P3
|
fs_opt
| 2
|
train
|
Please answer this: I can use this background: The Figure below shows decibel levels of several different sounds. As decibel levels get higher, sound waves have greater intensity and sounds are louder. For every 10-decibel increase in the intensity of sound, loudness is 10 times greater. Therefore, a 30-decibel “quiet” room is 10 times louder than a 20-decibel whisper, and a 40-decibel light rainfall is 100 times louder than the whisper. High-decibel sounds are dangerous. They can damage the ears and cause loss of hearing. Now, I have a new situation: Scientists are performing an audio experiment on a volunteer. Chris is sat in a chair, and two different sounds will be played for him as the scientists observe his reactions. Sound X has a high decibel level and sound Y has a lower decibel level. Answer this question please: Is sound Y louder or quieter than sound X?
++++++++
Answer: quieter
Problem: I can use this background: The Human Immunodeficiency Virus ( HIV ) is the virus that causes Acquired Immunodeficiency Syndrome ( AIDS ). Most researchers believe that the HIV originated in sub-Saharan Africa during the 20th century. HIV is transmitted by sexual contact and by contact with infected bodily fluids, such as blood, semen, breast milk, and vaginal secretions. It is also passed from mother to fetus. HIV is now a pandemic , with an estimated (as of 2008) 38.6 million people now living with the disease worldwide. It is estimated that AIDS has killed more than 25 million people since it was first recognized in 1981. For further information about HIV/AIDS, see the CDC (Centers for Disease Control and Prevention) web site at http://www.cdc.gov/hiv/resources/factsheets/ . Now, I have a new situation: Monica and Jill are two friends. They study and party together most of the time. One day Monica shared a needle with a drug addict at a party. She later found out that she'd been infected with HIV. Jill was scared and helped her as much as she could. Answer this question please: Which friend doesn't have the virus that causes Acquired Immunodeficiency Syndrome?
A: Jill
Problem: Given the question: I can use this background: Unfortunately, the layer of good ozone is being destroyed by air pollution. The chief culprits are chlorine and bromine gases. They are released in aerosol sprays, coolants, and other products. Loss of ozone has created an ozone hole over Antarctica. Ozone depletion results in higher levels of UV radiation reaching Earth. In humans, this increases skin cancers and eye cataracts. It also disturbs the nitrogen cycle, kills plankton, and disrupts ocean food webs. The total loss of the ozone layer would be devastating to most life. Its rate of loss has slowed with restrictions on pollutants, but it is still at risk. Now, I have a new situation: Two teams of researchers studied the environment in Antarctica. Team Black studied air pollution and the ozone layer, Team Red studied the water. Answer this question please: Which team did not observe higher levels of UV reaching Earth?
++++++++++++++++++++++++++++++++
The answer is:
Red
input question: I can use this background: More than 170 million years ago, Antarctica was part of the supercontinent Gondwana. Over time, Gondwana gradually broke apart, and Antarctica as we know it today was formed around 25 million years ago. Antarctica was not always cold, dry, and covered in ice sheets. At a number of points in its long history, it was farther north, experienced a tropical or temperate climate, was covered in forests, and inhabited by various ancient life forms. Now, I have a new situation: John was reading about a fascinating story of a scientist in a science fiction book. In that novel the scientist met with a mysterious wormhole while visiting Antarctica. First, the wormhole started the time travel in present day, which was designated as point A. Then it sent the scientist to 170 million years in the past, which was designated as point B. The scientist had the rare experience of visiting Antarctica in two different time periods, 170 million years apart. Answer this question please: Would there be less or more life forms in point B than in point A????
output answer: more
I can use this background: Baker's yeast is the common name for the strains of yeast commonly used in baking bread and bakery products, serving as a leavening agent which causes the bread to rise (expand and become lighter and softer) by converting the fermentable sugars present in the dough into carbon dioxide and ethanol. Baker's yeast is of the species Saccharomyces cerevisiae,[1] and is the same species (but a different strain) as the kind commonly used in alcoholic fermentation, which is called brewer's yeast.[2] Baker's yeast is also a single-cell microorganism found on and around the human body. Now, I have a new situation: the two groups of students used yeasts in two different experiments: they baked bread using baker's yeast, and made beer, using brewer's yeast. They learned a lot about sugars and chemistry. the bread making experiment was more successful and appreciated.than the beer experiment. Answer this question please: Which experiment produced more bread?
----
Answer: the bread making experiment
Q: I can use this background: A plant's first line of defense against abiotic stress is in its roots. If the soil holding the plant is healthy and biologically diverse, the plant will have a higher chance of surviving stressful conditions.The plant responses to stress are dependent on the tissue or organ affected by the stress. For example, transcriptional responses to stress are tissue or cell specific in roots and are quite different depending on the stress involved.One of the primary responses to abiotic stress such as high salinity is the disruption of the Na+/K+ ratio in the cytoplasm of the plant cell. High concentrations of Na+, for example, can decrease the capacity for the plant to take up water and also alter enzyme and transporter functions. Evolved adaptations to efficiently restore cellular ion homeostasis has led to a wide variety of stress tolerant plants.Facilitation, or the positive interactions between different species of plants, is an intricate web of association in a natural environment. It is how plants work together. In areas of high stress, the level of facilitation is especially high as well. This could possibly be because the plants need a stronger network to survive in a harsher environment, so their interactions between species, such as cross-pollination or mutualistic actions, become more common to cope with the severity of their habitat.Plants also adapt very differently from one another, even from a plant living in the same area. When a group of different plant species was prompted by a variety of different stress signals, such as drought or cold, each plant responded uniquely. Hardly any of the responses were similar, even though the plants had become accustomed to exactly the same home environment.Rice (Oryza sativa) is a classic example. Rice is a staple food throughout the world, especially in China and India. Rice plants experience different types of abiotic stresses, like drought and high salinity. These stress conditions have a negative impact on rice production. Genetic diversity has been studied... Now, I have a new situation: Two farmers provide a neighboring city with plenty of produce every year. Brick farm has a lot of plant problems, their plants experience abiotic stress. Boulder farm had a good production because their plants presented almost no signs of abiotic stress. Answer this question please: Which farm has fewer plants displaying a decreased capacity to take up water?
A:
|
Boulder
|
ropes_background_new_situation_answer
|
P3
|
fs_opt
| 1
|
train
|
I can use this background: Sugaring is a food preservation method similar to pickling. Sugaring is the process of desiccating a food by first dehydrating it, then packing it with pure sugar. This sugar can be crystalline in the form of table or raw sugar, or it can be a high sugar density liquid such as honey, syrup or molasses. The purpose of sugaring is to create an environment hostile to microbial life and prevent food spoilage. Sugaring is commonly used to preserve fruits as well as vegetables such as ginger. From time to time sugaring has also been used for non-food preservations. For example, honey was used as part of the mummification process in some ancient Egyptian rites. A risk in sugaring is that sugar itself attracts moisture. Once a sufficient moisture level is reached, native yeast in the environment will come out of dormancy and begin to ferment the sugars into alcohol and carbon dioxide. This leads to the process of fermentation. Although fermentation can be used as a food preservation method, it must be intentionally controlled, or the results will tend to be unpleasant. Now, I have a new situation: Dan and Joey bot got into sugaring fruit and veggies, as they are vegan. Dan candied apples, pears, plums and quince. Joey candied ginger, peaches, pineapple and oranges but had some humidity in the room the fruit didn't turn out right. Answer this question please: Which fruit had a shorter shelf life because of bad preservation, apples or peaches?
The answer to this question is:
|
peaches
|
ropes_background_new_situation_answer
|
P3
|
zs_opt
| 7
|
train
|
I can use this background: Middle adulthood lasts from the mid-30s to the mid-60s. During this stage of life, many people raise a family and strive to attain career goals. They start showing physical signs of aging, such as wrinkles and gray hair. Typically, vision, strength and reaction time start declining. Diseases such as type 2 diabetes, cardiovascular or heart disease, and cancer are often diagnosed during this stage of life. These diseases are also the chief causes of death in middle adulthood. Now, I have a new situation: Pat and Tammy are mother and sister. They like to take long walks together. Pat is 60, while Tammy is 32 years-old. Answer this question please: Which person experiences declining reaction time?
Answer:
|
Pat
|
ropes_background_new_situation_answer
|
P3
|
zs_noopt
| 1
|
train
|
Please answer the following question: I can use this background: Soil piping is a particular form of soil erosion that occurs below the soil surface. It causes levee and dam failure, as well as sink hole formation. Turbulent flow removes soil starting at the mouth of the seep flow and the subsoil erosion advances up-gradient. The term sand boil is used to describe the appearance of the discharging end of an active soil pipe.Soil salination is the accumulation of free salts to such an extent that it leads to degradation of the agricultural value of soils and vegetation. Consequences include corrosion damage, reduced plant growth, erosion due to loss of plant cover and soil structure, and water quality problems due to sedimentation. Salination occurs due to a combination of natural and human-caused processes. Arid conditions favour salt accumulation. This is especially apparent when soil parent material is saline. Irrigation of arid lands is especially problematic. All irrigation water has some level of salinity. Irrigation, especially when it involves leakage from canals and overirrigation in the field, often raises the underlying water table. Rapid salination occurs when the land surface is within the capillary fringe of saline groundwater. Soil salinity control involves watertable control and flushing with higher levels of applied water in combination with tile drainage or another form of subsurface drainage. Now, I have a new situation: The city of Reslie is known for its grilled cheese sandwiches. People come from all over the world to taste their sandwiches. The mayor of Reslie, while having a meeting about how to spend the excess funds from tourism this year, was told that the city is experiencing soil piping. The neighboring city, Tichago, consumes many of Reslie's grilled cheese sandwiches. The mayor of Tichago has just received a phone call from the mayor of Reslie asking if Tichago is also having soil piping. Tichago's mayor replies that no, they are not. Answer this question please: It is less important for citizens of which city to have flood insurance?
A:
|
Tichago
|
ropes_background_new_situation_answer
|
P3
|
zs_opt
| 8
|
train
|
input: Please answer the following: I can use this background: Marine pollution is a generic term for the entry into the ocean of potentially hazardous chemicals or particles. The biggest culprits are rivers and with them many agriculture fertilizer chemicals as well as livestock and human waste. The excess of oxygen-depleting chemicals leads to hypoxia and the creation of a dead zone.Marine debris, which is also known as marine litter, describes human-created waste floating in a body of water. Oceanic debris tends to accumulate at the center of gyres and coastlines, frequently washing aground where it is known as beach litter. Now, I have a new situation: The Malegese Ocean is primarily connected to one river. This river is next to Hilda's farm that she has lived on for decades. Ever since she was a child, she was taught that it's important to dump excess fertilizer into the river. So, that's what she does whenever she has leftover fertilizer she isn't going to use. The Dundrin Ocean is connected to many rivers. However, these rivers are located primarily in uninhabited and natural areas of the world. There is one farm near the Dundrin, though, which is owned by Luke. Luke never disposes of any of his garbage in the ocean or rivers near his farm, and he chooses instead to store excess fertilizer for the future or properly dispose of his trash. Answer this question please: Is hypoxia more or less of a threat to the Malegese Ocean than the Dundrin Ocean?
++++++++++
output: more
input: Please answer the following: I can use this background: The ionization energies of the representative elements generally decrease from top to bottom within a group. This trend is explained by the increase in size of the atoms within a group. The valence electron that is being removed is further from the nucleus in the case of a larger atom. The attractive force between the valence electron and the nucleus weakens as the distance between them increases and as the shielding effect increases, resulting in a lower ionization energy for the larger atoms within a group. Although the nuclear charge is increased for larger atoms, the shielding effect also increases due to the presence of a larger number of inner electrons. This is particularly easy to see in the alkali metals, where the single valence electron is shielded by all of the inner core electrons. Now, I have a new situation: Joel has just started his first day working as a scientist in a laboratory. The first task he was given is to look at two atoms and to jot down as much information about the two as he can. First, he needs to come up with an identification for these atoms. Since he is new, he decides to keep it professional and simply call the larger of the two atoms "atom L" and the smaller one "atom S". Now that he's taken care of that he can get down to work. Answer this question please: Is the attraction between the valence electron and the nucleus stronger or weaker in atom S?
++++++++++
output: stronger
input: Please answer the following: I can use this background: Almost all earthquakes occur at plate boundaries. All types of plate boundaries have earthquakes. Convection within the Earth causes the plates to move. As the plates move, stresses build. When the stresses build too much, the rocks break. The break releases the energy that was stored in the rocks. The sudden release of energy creates an earthquake. During an earthquake the rocks usually move several centimeters or rarely as much as a few meters. Elastic rebound theory describes how earthquakes occur ( Figure below ). Now, I have a new situation: Two sister cities were both situated on plate boundaries, close to volcanoes, on different continents. Red city was 10 miles from a volcano, while Tree city was 60 miles away. Red city experienced many earthquakes, Tree city few and far between. Answer this question please: Which city experienced fewer sudden releases of energy?
++++++++++
output: Tree
input: Please answer the following: I can use this background: A thermometer is a device used to measure temperature. It is placed in contact with an object and allowed to reach thermal equilibrium with the object (they will have the same temperature). The operation of a thermometer is based on some property, such as volume, that varies with temperature. The most common thermometers contain liquid mercury, or some other liquid, inside a sealed glass tube. The liquid expands and contracts faster than the glass tube. Therefore, when the temperature of the thermometer increases, the liquid volume expands faster than the glass volume, allowing the liquid to rise in the tube. The positions of the liquid in the tube can then be calibrated for accurate temperature readings. Other properties that change with temperature can also be used to make thermometers; liquid crystal colors and electrical conductivity change with temperature, and are also relatively common thermometers. Now, I have a new situation: A group of middle school students is measuring the temperature of various liquids for a chemistry lab using a mercury thermometer. They have a beaker of boiling water, a beaker of ice water, and a beaker of water at room temperature. Answer this question please: If the students move the thermometer from one beaker to another and the mercury levels fall, is the temperature higher or lower?
++++++++++
output:
|
lower
|
ropes_background_new_situation_answer
|
P3
|
fs_opt
| 5
|
test
|
Please answer the following question: I can use this background: Reptiles are a class of animals comprising turtles, tuataras, lizards, snakes and crocodiles. They are tetrapods, but the snakes and a few species of lizard either have no limbs or their limbs are much reduced in size. Their bones are better ossified and their skeletons stronger than those of amphibians. The teeth are conical and mostly uniform in size. The surface cells of the epidermis are modified into horny scales which create a waterproof layer. Reptiles are unable to use their skin for respiration as do amphibians and have a more efficient respiratory system drawing air into their lungs by expanding their chest walls. The heart resembles that of the amphibian but there is a septum which more completely separates the oxygenated and deoxygenated bloodstreams. The reproductive system has evolved for internal fertilization, with a copulatory organ present in most species. The eggs are surrounded by amniotic membranes which prevents them from drying out and are laid on land, or develop internally in some species. The bladder is small as nitrogenous waste is excreted as uric acid.Turtles are notable for their protective shells. They have an inflexible trunk encased in a horny carapace above and a plastron below. These are formed from bony plates embedded in the dermis which are overlain by horny ones and are partially fused with the ribs and spine. The neck is long and flexible and the head and the legs can be drawn back inside the shell. Turtles are vegetarians and the typical reptile teeth have been replaced by sharp, horny plates. In aquatic species, the front legs are modified into flippers.Tuataras superficially resemble lizards but the lineages diverged in the Triassic period. There is one living species, Sphenodon punctatus. The skull has two openings (fenestrae) on either side and the jaw is rigidly attached to the skull. There is one row of teeth in the lower jaw and this fits between the two rows in the upper jaw when the animal chews. The teeth are merely projections of bony material from the jaw... Now, I have a new situation: Mike is studying for his zoology class. Today, he is studying about reptiles and amphibians. He found it easy to understand their differences by categorizing them. For that, he classified reptiles as class A and amphibians as class B. Answer this question please: Which class of animals would have less efficient respiratory system, class A or class B?
A:
|
class B
|
ropes_background_new_situation_answer
|
P3
|
zs_opt
| 8
|
validation
|
Where might someone drive through rows of apple tree? - countryside - mountains - front yard - wisconsin - washington state The best answer is
countryside
The key to happiness while living life is to do more than what? - existing - happiness - early death - acquiring knowledge - being idle The best answer is
existing
Q: Jim enjoyed killing people, but he did it too often and the cops found out. What might the cops do to him? - going to jail - going to prison - beat him up - get arrested - die The best answer is
A: get arrested
Question: Where would i likely find shirts with my favorite team's logo on it? - worn by people - sporting goods store - in closet - suitcase - closet The best answer is
Answer: sporting goods store
*Question*
What is rain a type of? - snow - disneyland - air - weather - forest The best answer is
**Answer**
weather
(Question)
What is likely to happen from eating too much regularly? - getting full - getting fat - gas - satisfaction - gaining weight The best answer is
(Answer)
|
gaining weight
|
cos_e_v1_11_question_option_description_text
|
P3
|
fs_opt
| 6
|
train
|
The eloquent performance was stunning, it left everybody what? - stuttering - stumbling - speechless - muttering - astounded The best answer is
Answer:
|
speechless
|
cos_e_v1_11_question_option_description_text
|
P3
|
zs_noopt
| 1
|
train
|
Given the question: If you wanted to grow an apple tree, you'd probably start where? - washington state - math problem - garden center - coloring book - at the core The best answer is
The answer is:
|
garden center
|
cos_e_v1_11_question_option_description_text
|
P3
|
zs_opt
| 6
|
train
|
In the Roman Empire a person who was not of noble birth was called a what? - inferior - plebeian - priest - common - ignoble The best answer is
plebeian
(Question)
What do you need to be able to understand testimony after hearing testimony? - ears - careful listening - change of heart - ability to hear - sleepiness The best answer is
(Answer)
careful listening
Ques: How did the sleeping child know they were still in the process of going somewhere? - movement - arriving - driving - excitement - expense The best answer is
Ans: movement
(Q).
She loved the music so much, how did she describe it? - silent - express emotion - beautifull - irritate - quiet mind The best answer is
(A).
beautifull
Ques:Her dog was getting too close to the street, she yelled for it to get away and do what to where she pointed down? - come here - being here - home team - come back - available The best answer is
Ans:come here
Question: Where could you hear an organ being played? - system - veterinarian - human body - cathedral - music store The best answer is
Answer:
|
cathedral
|
cos_e_v1_11_question_option_description_text
|
P3
|
fs_opt
| 3
|
train
|
Answer the following question: Akron must have at least one dance club in what state? - michigan - ohio - united states - texas - downtown area The best answer is
Answer:
|
ohio
|
cos_e_v1_11_question_option_description_text
|
P3
|
zs_noopt
| 5
|
train
|
A small dog is lost in Copenhagen, what is the dogs likely nationality? - denmark - new hampshire - backyard - danish - coffin The best answer is
denmark
I wanted to stand up, what would I use to do this? - feet - balance - effort - hands - courage The best answer is
feet
The artificial intelligence was constantly analysing the data, it was programmed to always be what? - learning more about - healing - better knowledge - enlightened - change The best answer is
learning more about
Where does a shadow usually appear? - suface of moon - building - bridge - ground - bright light The best answer is
|
ground
|
cos_e_v1_11_question_option_description_text
|
P3
|
fs_opt
| 0
|
train
|
The man had been entertaining his whole life, being in his nineties now doing a show can lead to what? - suicide - fulfillment - embarrassment - fatigue - laughter The best answer is
fatigue
If you're removing dirt from a carpet while doing housework what do you need? - broom - effort - vacuuming - boredom - mop The best answer is
vacuuming
You'd find a metal rod or two in welding, home improvement, and manufacturing whats? - broken bone - construction site - shops - cars - engine The best answer is
shops
What can you build for your puppy so he can sleep comfortably outside? - dog house - home - kennel - table - tree The best answer is
|
dog house
|
cos_e_v1_11_question_option_description_text
|
P3
|
fs_opt
| 0
|
train
|
The christian Sunday school teacher gave out a punishment, this happened when the students did what to her orders? - stumble - rebel - disobey - go astray - commit sin The best answer is
disobey
What causes a difficulty in breathing? - files - asthma attacks - living - sustaining life - giving life The best answer is
asthma attacks
Q: What is a steel cable called a wire rope primarily used for? - factory - building - winch - ship - jumprope The best answer is
A: ship
Question: The Canadian was travelling, he visited where in the southwest? - canada - texas - peru - oklahoma - new mexico The best answer is
Answer: new mexico
*Question*
What kind of building has many a book written in Hebrew? - library - classroom - library of congress - suitcase - synagogue The best answer is
**Answer**
synagogue
(Question)
If done correctly grooming pet's nails generally does not cause this? - training - satisfaction - injury - beauty - late The best answer is
(Answer)
|
injury
|
cos_e_v1_11_question_option_description_text
|
P3
|
fs_opt
| 6
|
train
|
Answer the following question: What is a popular pork bbq dish? - restaurant - ribs - banana - louisiana - back yard The best answer is
Answer:
|
ribs
|
cos_e_v1_11_question_option_description_text
|
P3
|
zs_noopt
| 5
|
test
|
Why might a person take a vacation? - relaxation - good things in life - admiration - own house - needs money The best answer is
A:
|
relaxation
|
cos_e_v1_11_question_option_description_text
|
P3
|
zs_opt
| 2
|
validation
|
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