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In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether the Head can be hindered by what is mentioned in the Tail or not. In this task, hindering introduces hindrances that obstruct the natural path to the achievement of a goal. For example, the event PersonX adopts a cat can be obstructed if PersonX is allergic to cats. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
[Q]: Head: PersonX is always nervous<sep>Tail: Their mother makes them take their medicine.
[A]: Yes
[Q]: Head: PersonX always watch ___<sep>Tail: to turn on the tv
[A]: No
[Q]: Head: PersonX falls asleep at the wheel<sep>Tail: PersonX is experiencing an excruciating tooth pain.
[A]:
|
Yes
|
task1204_atomic_classification_hinderedby
|
NIv2
|
fs_opt
| 5
|
train
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether the Head can be hindered by what is mentioned in the Tail or not. In this task, hindering introduces hindrances that obstruct the natural path to the achievement of a goal. For example, the event PersonX adopts a cat can be obstructed if PersonX is allergic to cats. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
Head: PersonX touches a nerve<sep>Tail: PersonX is too nice
Solution: Yes
Why? This is a good example. The Tail can hinder the Head.
New input: Head: PersonX gets up with the chickens<sep>Tail: Person X's boss is making them work the midnight shift
Solution:
|
Yes
|
task1204_atomic_classification_hinderedby
|
NIv2
|
fs_opt
| 0
|
train
|
Part 1. Definition
In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether the Head can be hindered by what is mentioned in the Tail or not. In this task, hindering introduces hindrances that obstruct the natural path to the achievement of a goal. For example, the event PersonX adopts a cat can be obstructed if PersonX is allergic to cats. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
Part 2. Example
Head: PersonX touches a nerve<sep>Tail: PersonX is too nice
Answer: Yes
Explanation: This is a good example. The Tail can hinder the Head.
Part 3. Exercise
Head: PersonX arrives to the restaurant<sep>Tail: like they also had fun.
Answer:
|
No
|
task1204_atomic_classification_hinderedby
|
NIv2
|
fs_opt
| 7
|
train
|
In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether the Head can be hindered by what is mentioned in the Tail or not. In this task, hindering introduces hindrances that obstruct the natural path to the achievement of a goal. For example, the event PersonX adopts a cat can be obstructed if PersonX is allergic to cats. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
One example is below.
Q: Head: PersonX touches a nerve<sep>Tail: PersonX is too nice
A: Yes
Rationale: This is a good example. The Tail can hinder the Head.
Q: Head: PersonX believes every ___<sep>Tail: Conversate
A:
|
No
|
task1204_atomic_classification_hinderedby
|
NIv2
|
fs_opt
| 9
|
train
|
Teacher:In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether the Head can be hindered by what is mentioned in the Tail or not. In this task, hindering introduces hindrances that obstruct the natural path to the achievement of a goal. For example, the event PersonX adopts a cat can be obstructed if PersonX is allergic to cats. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
Teacher: Now, understand the problem? Solve this instance: Head: PersonX answers the question<sep>Tail: content
Student:
|
No
|
task1204_atomic_classification_hinderedby
|
NIv2
|
zs_opt
| 6
|
train
|
In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether the Head can be hindered by what is mentioned in the Tail or not. In this task, hindering introduces hindrances that obstruct the natural path to the achievement of a goal. For example, the event PersonX adopts a cat can be obstructed if PersonX is allergic to cats. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
--------
Question: Head: PersonX almost fell<sep>Tail: twists their foot
Answer: No
Question: Head: PersonX likes PersonY so much<sep>Tail: PersonY is a serial killer
Answer: Yes
Question: Head: PersonX asks PersonX's boyfriend<sep>Tail: go to the movies
Answer:
|
No
|
task1204_atomic_classification_hinderedby
|
NIv2
|
fs_opt
| 7
|
train
|
Definition: In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether the Head can be hindered by what is mentioned in the Tail or not. In this task, hindering introduces hindrances that obstruct the natural path to the achievement of a goal. For example, the event PersonX adopts a cat can be obstructed if PersonX is allergic to cats. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
Input: Head: PersonX works a lot<sep>Tail: PersonX's boss cut PersonX's hours.
Output:
|
Yes
|
task1204_atomic_classification_hinderedby
|
NIv2
|
zs_opt
| 2
|
train
|
Q: In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether the Head can be hindered by what is mentioned in the Tail or not. In this task, hindering introduces hindrances that obstruct the natural path to the achievement of a goal. For example, the event PersonX adopts a cat can be obstructed if PersonX is allergic to cats. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
Head: PersonX asks PersonX's grandma<sep>Tail: to go to grandma's house
A:
|
No
|
task1204_atomic_classification_hinderedby
|
NIv2
|
zs_opt
| 7
|
train
|
In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether the Head can be hindered by what is mentioned in the Tail or not. In this task, hindering introduces hindrances that obstruct the natural path to the achievement of a goal. For example, the event PersonX adopts a cat can be obstructed if PersonX is allergic to cats. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
One example is below.
Q: Head: PersonX touches a nerve<sep>Tail: PersonX is too nice
A: Yes
Rationale: This is a good example. The Tail can hinder the Head.
Q: Head: PersonX becomes PersonY's wife<sep>Tail: happy, elated
A:
|
No
|
task1204_atomic_classification_hinderedby
|
NIv2
|
fs_opt
| 9
|
test
|
In this task, you are given two phrases: Head and Tail, separated with <sep>. The Head and the Tail events are short phrases possibly involving participants. The names of specific people have been replaced by generic words (e.g., PersonX, PersonY, PersonZ). PersonX is always the subject of the event. You have to determine whether the Head can be hindered by what is mentioned in the Tail or not. In this task, hindering introduces hindrances that obstruct the natural path to the achievement of a goal. For example, the event PersonX adopts a cat can be obstructed if PersonX is allergic to cats. Classify your answers into "Yes" and "No". The phrase may also contain "___", a placeholder that can be an object, a person, and/or an action.
Q: Head: PersonX achieves PersonY objective<sep>Tail: to help person x in return
A: No
****
Q: Head: PersonX sees the new PersonY wars movie<sep>Tail: PersonX's supervisor asked them to stay extra hours at work
A: Yes
****
Q: Head: PersonX applies sunscreen<sep>Tail: to sunbathe
A:
|
No
****
|
task1204_atomic_classification_hinderedby
|
NIv2
|
fs_opt
| 4
|
validation
|
Definition: In this task, you're given an article, a question which often contains a blank, four options (associated with "A", "B", "C", "D") and the answer to that question. Your task is to classify whether the given answer is correct or not by providing "Yes" or "No", based on the article.
Input: Article: Linda and Lucy were best friends. They graduated from high school and went to the same college for further studies. After some days Linda found that her friend was behaving strangely. She would remain quiet, sleep too much and turn wild, very often. At first, Linda thought it was just because of the problems she had met in her studies. However, Lucy became even stranger over time. Finally, Linda couldn't take it any longer and asked Lucy about her strange behavior. Lucy broke into tears and said that she was going around with a boy, who was taking drugs and forcing her to take them, too. Linda was shocked by her story. She then advised her friend to leave the boy. She reminded Lucy of her dreams of becoming a successful doctor and encouraged her to set an example for others. She also reminded her of how her parents would feel if they found out what their daughter was up to. Through her efforts, Lucy was finally able to leave the boy and drugs. During this time, her friend always stood by her. Finally, the two friends graduated and their friendship grew stronger. They both became successful doctors, but never let each other down by getting into bad habits. They lived happily as close friends. From the story we can know that true friends are those who encourage you to become the best you can ever be. They believe in you and will never leave you.
Question: The following are Lucy's strange behaviors EXCEPT _ .
Options: (A) turning wild (B) being quiet (C) sleeping too much (D) being friendly
Asnwer: C
Output:
|
No
|
task310_race_classification
|
NIv2
|
zs_opt
| 2
|
train
|
Definition: In this task, you're given an article, a question which often contains a blank, four options (associated with "A", "B", "C", "D") and the answer to that question. Your task is to classify whether the given answer is correct or not by providing "Yes" or "No", based on the article.
Input: Article: When I left my bag on a train, I lost my most precious possession, a small framed photograph of my great grandparents, Emily and Gordon Baker. The frame was made of silver, with an elegant flower design in one corner. The photograph was taken in March 1939 on their wedding day. Emily looked very happy, and Gordon looked rather alarmed. A few months later, he was killed in action in North Africa. I received the photograph when my aunt Mabel died. I'm a student at Edinburgh University and I live in an old Edwardian house. At the end of last term, I packed a large bag and a small bag and set off for London, where I was planning to catch the Eurostar train to Paris. Minutes after getting off the train at Kings Cross Station, I realized that I'd left the small bag in the overhead luggage rack. I ran back to the train, but it had already left the platform. This all happened several months ago, and I had become resigned to the loss of my most precious possession. Then last week, something extraordinary happened. I logged onto the site Bay and looked for a silver photo frame and I found it ! The photo of my great grandparents was on Bay ! I called the person who was advertising it. He was a little suspicious at first, and told me that he had bought it from a stall at an antique market. After we talked for a while, he asked if there was any way I could prove it was mine. All I could think of was that the photo was taken in March 1939. He opened the frame and made sure that this date was written by hand on the back of the photograph. "It ' s definitely yours. " he said. "Come and get it ! " 5(11)
Question: The author's most precious possession was _ .
Options: (A) A wedding photo in a silver frame taken in North Africa (B) A pretty family portrait in a silver frame taken in 1939 (C) A special photo of his great grandparents in a silver frame (D) A common photograph of his grandparents taken by Mabel
Asnwer: C
Output:
|
Yes
|
task310_race_classification
|
NIv2
|
zs_opt
| 2
|
train
|
Definition: In this task, you're given an article, a question which often contains a blank, four options (associated with "A", "B", "C", "D") and the answer to that question. Your task is to classify whether the given answer is correct or not by providing "Yes" or "No", based on the article.
Input: Article: Japan's All Nippon Airways, which has asked passengers to visit the toilet before boarding to help the environment, said Tuesday it will fit its jets with a women-only lavatory . ANA will introduce one female-only toilet per aircraft on international flights next month after a survey of women fliers identified it was the second most attractive service they wished for after being offered desserts. The rest of the toilets onboard will be for men and women as usual. "We received many comments that having a women-only lavatory would be a factor in differentiating our airline from others," said an NAN spokesman. "Many women said that they feel uncomfortable taking their time in the lavatory knowing that a male is waiting just behind them in line," he said. The spokesman denied that the new service was introduced following complaints about men soiling the bathrooms, telling reporters: "Those opinions may exist, but we do not have that data on hand". Since 2006 ANA has pursued a one - month awareness campaign each year in which it asks fliers on 38 flights and four international flights to visit the bathroom before boarding to reduce their body weight and therefore cut he plane's carbon-dioxide emissions. The airline is also planning to install "washlets" in it's aircraft-electric toilet seats with water sprays for washing-a common sight in Japan and generally a source of amusement for first-time visitors and users. The "washlets" will be installed in the Boeing777-300ER,due to begin operating in April, and the Boeing 787 fleet set to start flying this year.
Question: What is the most attractive service to women passengers according to a survey?
Options: (A) women passengers can visit the toilet before boarding. (B) women passengers can get some desserts onboard. (C) women passengers can visit the toilet on boards free of charge. (D) women passengers can use women- only lavatory onboard.
Asnwer: B
Output:
|
Yes
|
task310_race_classification
|
NIv2
|
zs_opt
| 2
|
train
|
Q: In this task, you're given an article, a question which often contains a blank, four options (associated with "A", "B", "C", "D") and the answer to that question. Your task is to classify whether the given answer is correct or not by providing "Yes" or "No", based on the article.
Article: In 2003, Bethany Hamilton,13, lost her left arm to a shark attack while surfing off Kauai, Hawaii. A new film ,Soul Surfer, is based on the story of how she overcame that to achieve her dream of becoming a professional athlete. Growing up on the "garden isle" of Kauai, Hamilton spent every minute she could riding the waves. She was on the verge of becoming a top competitor in professional surfing. But while she was practicing at an isolated cove ,a four-meter-long tiger shark ripped off her left arm. Though her life was saved, nobody could imagine she would ever get back on a surfboard again. In a true test of her faith and by _ will power, Bethany did get back up on a surfboard only a month after the attack. Six months later, she was competing again. Bethany Hamilton won her first amateur surfing championship just two years after she lost her arm. She also established the "Friends of Bethany," a non---profit foundation dedicated to supporting sharks attack victims. It's a story told in her autobiography, which is the basis for the film that stars teenager Anna Sophia Robb. "I knew Bethany's story, of course, but I thought 'What an incredible role' ,"explains Robb. "I was so fascinated by all of the challenges. What would it be like to have your arm taken and what would go through your head and how would your faith be challenged?" The filmmakers used special effects to digitally remove Robb' s arm .However ,no tricks were necessary for the surfing scenes because Hamilton herself did the breathtaking wave riding. Now 21, Hamilton says she hopes audiences find inspiration in the description of the sport she loves. "Not a lot of people know that much about surfing, so I hope they're educated about it," Hamilton says. "And most of all if people are going through a hard time, they could be encouraged and find inspiration to push through those hard times and see that, in my case ,so much good has come out of it."
Question: According to the passage, which of the following is NOT true?.
Options: (A) Hamilton was severely injured when surfing. (B) Nobody thought Hamilton could overcome the troubles. (C) Rob did the breathtaking wave riding in the film Soul Surfer. (D) Hamilton established the "Friends of Bethany" to help shark attack victims.
Asnwer: C
A:
|
Yes
|
task310_race_classification
|
NIv2
|
zs_opt
| 7
|
train
|
Detailed Instructions: In this task, you're given an article, a question which often contains a blank, four options (associated with "A", "B", "C", "D") and the answer to that question. Your task is to classify whether the given answer is correct or not by providing "Yes" or "No", based on the article.
Problem:Article: Expensive and new gloves allow chatterboxes to take the term "handsfree" to a new level--by talking into them as they make a call. The gloves are known as "Talk to the Hand" and cost PS1,000 a pair. They fixed a speaker unit into the thumb and a microphone into the little finger that can be connected to any mobile handset using Bluetooth. Artist Sean Miles designed the new gloves that double as a phone in part of his project that shows the possibilities of gadget(,) recycling. He uses outdated gloves and combines them with parts from mobile handsets recycled through _ , which commissioned the project. Mobile phone users will be able to keep their hands warm while they chat without taking their phones out of their pockets or handbags. Mr Miles designed two pairs of the new gloves--one in pink and the other in brown and yellow. They will appear in an exhibition this July and visitors will be able to win the gloves. If demand is high, they will then be produced on a larger scale. O2 Recycle, which backed the project, estimates that there are already 70 million unused mobile handsets in the UK. The service pays up to PS260 to those who recycle gadgets including phones, handheld consoles, MP3 players and digital cameras. Designer Sean Miles hopes his work will get people thinking about recycling. The 41-year-old said, "I hope that my 'Talk to the Hand' project will get people to think again about the waste created by not recycling gadgets. If a few more people recycle their gadgets rather than send them to trash, I think this project will have fulfilled its aim." Bill Eyres, head of O2 Recycle, urges people to recycle their phone responsibly. He said, "There's a pressing need for all of us to look at outdated handsets, and all the gadgets that we move on from or upgrade each year. Whether they are consoles or cameras, we should think of them as a resource that we need to recycle responsibly rather than throw them away."
Question: Consumers can buy the "Talk to the Hand" gloves _ .
Options: (A) in the exhibition (B) from Mr Miles (C) when they are mass produced (D) after they recycle the gadgets
Asnwer: B
Solution:
|
No
|
task310_race_classification
|
NIv2
|
zs_opt
| 8
|
train
|
In this task, you're given an article, a question which often contains a blank, four options (associated with "A", "B", "C", "D") and the answer to that question. Your task is to classify whether the given answer is correct or not by providing "Yes" or "No", based on the article.
--------
Question: Article: Dreams can be familiar and strange, fantastical or boring, but some dreams might be connected to the mental processes that help us learn. In a recent study, scientists found a connection between nap-time dreams and better memory in people who were learning a new skill. In the study,99 college students between the ages of 18 and 30 each spent an hour on a compute, trying to get through a virtual maze .The maze was different place each time they tired--making it even more difficult. They were also told to find a particular picture of a tree and remember where it was. For the first 90 minutes of a five-hour break, half of the participants stayed awake and an half were told to take a short nap .Participants who stayed awake were asked to describe their thoughts. Participants who took a nap were asked about their dreams before sleep and after sleep--and they were awakened within a minute of sleep to describe their dreams. Stickgold, a neuroscientist ,wanted to know what people were dreaming about when their eyes weren't moving during sleep. Four of the 50 people who slept said their dreams were connected to the maze. Some dreamed about the music that had been playing when they were working ; others said they dreamed about seeing people in the maze. When these four people tried the computer maze again, they were able to find the tree faster than before their naps. Stickgold suggests the dream itself doesn't help a person learn--it's the other way around.He suspects that the dream was caused by the brain processes associated with learning. All four of the people who dreamed about the task had done poorly the first time, which makes Stickgold wonder if the dreams show up when a person finds a new task particularly difficult. People who had other dreams, or people who didn't take a nap, didn't show the same improvement.
Question: Before having a short nap, participants of the experiment were asked to _ .
Options: (A) stay in a different place in the maze (B) design a virtual maze which is difficult to get through (C) experience the experiment and try to remember something (D) get through a virtual maze on a computer from the same place
Asnwer: C
Answer: Yes
Question: Article: My friend Mike was shaking his head in disbelief. "That young woman who just waited on me," he said, pointing to an employee of the fast food restaurant where we were eating, "had to call someone over to help her count change. The cash register showed her I needed 99 cents, but she couldn't figure out how to count out the coins." I understood Mike's concern. What we have done is to create several generations of individuals most of whom have no idea how to reason; how to do simple math; how to do research; or, finally, how to be creative . The reason for this is our overuse of information technology: video games, television, digital watches, calculators, and computers. Information technology feeds us information without requiring us to think about it and let us perform operations without understanding them. It is time we took a hard look at an educational system that only teaches our children how to push buttons. Our kids can't tell time if the clock has hands. They can use calculators, but cannot add, subtract , divide, or multiply. Video games have taken the place of active, imaginative play. Although most of them are technically educated, they choose not to read. They are so used to television and movies that they cannot use their imagination to stay interested in a book. Therefore, we must do something to help our children. If we don't, they will never learn how to solve problems. They will never learn even basic reasoning skills and will certainly not develop creativity. Instead of filling classrooms with electronics, let's concentrate on good old-fashioned literacy -- reading books. Students must see how things work and how processes lead to results, and they must also stretch their imagination.
Question: What was the employee's problem?
Options: (A) She couldn't operate the cash register. (B) She forgot to count change. (C) She couldn't solve simple math problems. (D) She was in need of coins for customer.
Asnwer: C
Answer: Yes
Question: Article: BERLIN---A German woman, fearful that a burglar was trying to break into her second -storey apartment, called police after she heard someone climbing up to her balcony shortly after midnight, police said Thursday. Police discovered the "burglar" was a man carrying flowers and a bottle of wine who turned out to be the woman's boyfriend. But then arrested him on an outstanding reason. "He was trying to surprise her with the flowers and a bottle of wine but it all went wrong," said Korbach police spokesman Volker Koenig. He said the man jumped down from the balcony and tried to escape but was quickly caught by police. "He gave the police who were taking him to jail the bottle of wine as a gesture of thanks for the friendly treatment after the arrest. " Koenig said. LONDON---A smoker who died after battling emphysema has had his dying wish granted with the placement of a "SMOKING KILLED ME" sign on his hearse and his grave. Albert Whittamore blamed his youthful smoking habit for the lung disease. He said before he died in February that he wanted the sign to serve as a warning to young people about the dangers of tobacco smoking. The sign was designed to look like the health warning on a packet of cigarettes. The printed notice at his grave will be left in place for a week. The hearse carrying his body through the town of Dover 100 miles (160 kilometers) southeast of London and several of the printed signs shown in the windows.
Question: The man climbing up to the girl's balcony _
Options: (A) was actually a wanted thief (B) was put into prison in the end (C) thanked the police for setting him free (D) was treated badly by the police
Asnwer: B
Answer:
|
Yes
|
task310_race_classification
|
NIv2
|
fs_opt
| 7
|
train
|
In this task, you're given an article, a question which often contains a blank, four options (associated with "A", "B", "C", "D") and the answer to that question. Your task is to classify whether the given answer is correct or not by providing "Yes" or "No", based on the article.
Q: Article: The First Rule of Finance is to live within your means by spending no more than 80% of your take-home pay.If you take home $ 100 per week, spend no more than $80. But ever look at what people spend their money on? I have s and friends deeply in debt, spending $ 12 for every $ 10 they earn instead of the $ 8 you know they should be spending.When I see them, they're proud of their new whatever."What do you think of my new truck?" asked one from the driver's seat."Do you like my new shoes?" asked another on high heels."Check out my new big screen." said a third while holding the remote in his living room.We've all heard people fishing for compliments on their new toys. Every one of them was proud of what they'd financed.They seem to have bought it for the purpose of being proud, of showing off, of keeping up with the Joneses."Look at my new ...?" is everybody's favorite phrase, even when the object in question isn't theirs at all and won't be new when they've finally paid for it, if they ever do. They're proud of being stupid.They think it's cool to drive the financed car, wear the financed shoes, and watch the financed TV, but to _ , whose opinions are the only ones we should respect, these people look dumb as rocks. The Joneses, nine times out of 10, are financially stupid.That's why they have all that stuff on borrowed money.Why try to copy them? Worse, why try to impress them? Copy and impress smart people, the ones who own their stuff.If you want to impress smart people, debt is the last way to go about it.Trying to impress a money-smart person by going into debt is like trying to impress Olympic swimming champion Michael Phelps by drowning in a pool.Michael Phelps is impressed by good swimming and a money-smart person by good money management.
Question: The author is trying to _ .
Options: (A) advise people to be money-smart (B) persuade people to keep off fashions (C) blame people for copying others (D) criticize people for over consumption
Asnwer: B
A:
|
No
|
task310_race_classification
|
NIv2
|
zs_opt
| 4
|
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're given an article, a question which often contains a blank, four options (associated with "A", "B", "C", "D") and the answer to that question. Your task is to classify whether the given answer is correct or not by providing "Yes" or "No", based on the article.
Article: Homework can put you in a badmood , and that might actually be a good thing. Researchers from the University of Plymouth in England doubted whether mood might affect the way kids learn. To find out the answer, they did two experiments with children. The first experiment tested 30 kids. Someshapes were hidden inside a different, larger picture. The kids had to find the small shapes while sitting in a room with either cheerful or sad music playing in the background. To test their mood, the scientists asked the kids to point to one of five faces, from happy to sad. Children who listened to cheerful music tended to point to the smiley faces while the others pointed to the unhappy ones. The researchers found that sad kids took at least a second less to find the small shapes. They also found an average of three or four more shapes. In the second experiment, 61 children watched one of two scenes from a film. One scene was happy, and the other was sad. Just like in the first experiment, kids who saw the sad scene acted better compared to the others. The researchers guessed that feeling down makes people more likely to focus on a problem or difficult situation. Not all scientists agree with them, however. Other studies argued that maybe, that cheerful music in the first experiment distracted kids from finding shapes. While scientists work on finding out the answers, it still might be wise to choose when to do your tasks according to your mood. After eating a delicious ice cream, for example, write an essay.
Question: Researchers did experiments on kids in order to find out _ .
Options: (A) how they really feel when they are learning (B) whether mood affects their learning ability (C) what methods are easy for kids to learn (D) the relationship between sadness and happiness
Answer: B
Solution: Yes
Why? It is clearly mentioned in the article that to the check effect of mood on children is the main purpose of the experiment. Hence, B is the correct answer and output is Yes.
New input: Article: When Kathryn was 6 years old, she sat outside for three hours at her home and did not make a sound.Her parents wondered why she was so quiet, only to discover that she was drawing a picture of a flag outside. She recalled. "That's what I wanted to do that day," said Kathryn, who is now 23 years old. And in the future, she continued to do art as a hobby. Recently, Kathryn was named Lake Placid's first artist in the neighborhood. She will be there for at least four weeks and possibly more. During that time, she will teach an art class and focus on her own art. Much of her work includes creating photos. She said: "There is always something there that you haven't included, so you can never stop when painting a photo." Kathryn ended up as the first artist just by chance. She said her sister was on vacation in Florida and looking for a job in Lake Placid. The sister got the job and moved there. Kathryn said she visited her sister and was ordered to do wall paintings inside a building. Later, her sister saw a demand for an artist on line and suggested she should apply. Kathryn said she's the first artist in her family, but added that her parents are creative. Her father loves to create things from wood, she said. "Anything you can make out of wood, he has made it," she said. Her own creativity with art continued through college. While at college, she was once employed to recreate a photo of a couple on a vacation to Florida and one of a sunset in either North Carolina or South Carolina. Kathryn said she's looking at other forms of art. The time she spends here will help her to "figure out who I am as an artist," she said.
Question: While painting a photo, Kathryn thinks _ .
Options: (A) It's hard to finish a perfect job. (B) you can't stop half way (C) you may miss the photos somewhere (D) you have to finish it at a time
Asnwer: A
Solution:
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Yes
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task310_race_classification
|
NIv2
|
fs_opt
| 0
|
train
|
Definition: In this task, you're given an article, a question which often contains a blank, four options (associated with "A", "B", "C", "D") and the answer to that question. Your task is to classify whether the given answer is correct or not by providing "Yes" or "No", based on the article.
Input: Article: Every year in the first week of English class, some students inform me that writing is too hard. They never write, unless homework requires it. They find the writing process painful and difficult. How awful it is to be able to speak in a language but not to write in it, especially with its rich vocabulary. Being able to speak but not write is like living in _ and never leaving one small room. When I meet students who think they can't write, I know, as a teacher my duty is to show them the rest of the rooms. My task is to build fluency and accuracy while providing the opportunity in any writing activity to enhance the moral and emotional development of my students. One great way to do this is by having students write in a journal in class every day. Writing ability is like strength training. Writing needs to be done just like exercise; just as muscles grow stronger with exercise, writing skills improve quickly with writing practice daily. I often see a rise in student confidence and performance after only a few weeks of journal writing. Expressing oneself in writing is one of the most important skills I teach to strengthen the whole students. When my students practice journal writing, they are practicing for their future academic, political, and emotional lives. They build skills so that some say they might write a great novel, a piece of sorely needed legislation , or the perfect love letter. That they write in their journals every day puts them a step closer to fluency, eloquence and command of the language.
Question: What is the purpose of the passage?
Options: (A) To encourage students to keep a journal every day. (B) To analyze students' problems in learning languages. (C) To stress the importance of writing in language learning. (D) To introduce an effective way of improving students' writing.
Asnwer: D
Output:
|
Yes
|
task310_race_classification
|
NIv2
|
zs_opt
| 2
|
test
|
In this task, you're given an article, a question which often contains a blank, four options (associated with "A", "B", "C", "D") and the answer to that question. Your task is to classify whether the given answer is correct or not by providing "Yes" or "No", based on the article.
Let me give you an example: Article: Homework can put you in a badmood , and that might actually be a good thing. Researchers from the University of Plymouth in England doubted whether mood might affect the way kids learn. To find out the answer, they did two experiments with children. The first experiment tested 30 kids. Someshapes were hidden inside a different, larger picture. The kids had to find the small shapes while sitting in a room with either cheerful or sad music playing in the background. To test their mood, the scientists asked the kids to point to one of five faces, from happy to sad. Children who listened to cheerful music tended to point to the smiley faces while the others pointed to the unhappy ones. The researchers found that sad kids took at least a second less to find the small shapes. They also found an average of three or four more shapes. In the second experiment, 61 children watched one of two scenes from a film. One scene was happy, and the other was sad. Just like in the first experiment, kids who saw the sad scene acted better compared to the others. The researchers guessed that feeling down makes people more likely to focus on a problem or difficult situation. Not all scientists agree with them, however. Other studies argued that maybe, that cheerful music in the first experiment distracted kids from finding shapes. While scientists work on finding out the answers, it still might be wise to choose when to do your tasks according to your mood. After eating a delicious ice cream, for example, write an essay.
Question: Researchers did experiments on kids in order to find out _ .
Options: (A) how they really feel when they are learning (B) whether mood affects their learning ability (C) what methods are easy for kids to learn (D) the relationship between sadness and happiness
Answer: B
The answer to this example can be: Yes
Here is why: It is clearly mentioned in the article that to the check effect of mood on children is the main purpose of the experiment. Hence, B is the correct answer and output is Yes.
OK. solve this:
Article: "Without the fog, London wouldn't be a beautiful city," the French painter Claude Monet wrote to his wife, Alice, during one of his long visits toprefix = st1 /EnglandfromFrance. Few Londoners would have agreed with his statement at the time, when the city was choked by the smog of the Industrial Revolution, but no one argues with the beauty of the color1ful skies he began painting there between 1899 and 1901. Pollution has never looked quite as attractive as when seen through Monet's eyes. Now there is evidence that Monet's images of London were not only Impressionist creations, but a result of highly accurate observation.According to a paper published by two environmental scientists, the paintings may "provide useful information in the analysis of the London fogs and air quality during this period"--a period before pollution levels were routinely recorded. In their study, Jacob Baker and John E. Thomas of the University of Birmingham analyzed the position of the sun in 9 of the 19 paintings in Monet's "House of Parliament" series.There was "a perfect correlation ", Thomas says, between the solar positions in the images, the actual solar positions from astronomical records and the dates on which Monet began the works. "We believe," Thomas says, "that we can basically work out how much smoke would have to be in the air to create that visibility and those color1s in, say, February 1900 through the images." Some art historians doubt the London paintings hold this much documentary evidence, pointing out the Monet continued to work on many of the images after he returned to his studio in Giverny, France.They also argue that there's no question that Monet was astonishingly realistic to what lay in front of him, but at the same time, for example, he had a _ for pinks.He always was trying to put pinks into pictures throughout his career. Thomas admits that "it's still just a hypothesis " but maintains that "we're fairly optimistic that we'll get something out of it"
Question: We may infer from the passage that_.
Options: (A) modern people have known what caused the fog in Londonthrough early record (B) most painters were attracted and inspired by the fog of London (C) many citizens were once proud of their mysterious and beautiful foggy air (D) London used to suffer a lot from the Industrial Revolution
Asnwer: D
Answer:
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Yes
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task310_race_classification
|
NIv2
|
fs_opt
| 8
|
validation
|
Given a scientific question and its correct answer, generate supporting facts for the answer. This supporting fact can be an explanation for the answer to the given question.
--------
Question: Question: Different media affect what property of light? Answer: speed
Answer: The speed of light is different in different media.
Question: Question: Mineral crystals that form when magma cools are usually _______ than crystals that form when lava cools. Answer: larger
Answer: Mineral crystals that form when magma cools are usually larger than crystals that form when lava cools.
Question: Question: Lactic acid fermentation is common in muscle cells that have run out of what? Answer: oxygen
Answer:
|
Figure 7.14 Lactic acid fermentation is common in muscle cells that have run out of oxygen.
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task593_sciq_explanation_generation
|
NIv2
|
fs_opt
| 7
|
train
|
Given the task definition and input, reply with output. Given a scientific question and its correct answer, generate supporting facts for the answer. This supporting fact can be an explanation for the answer to the given question.
Question: During a what type of reaction do chemical changes take place? Answer: chemical
|
A: During a chemical reaction, chemical changes take place. Some chemical bonds break and new chemical bonds form.
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task593_sciq_explanation_generation
|
NIv2
|
zs_opt
| 5
|
train
|
You will be given a definition of a task first, then some input of the task.
Given a scientific question and its correct answer, generate supporting facts for the answer. This supporting fact can be an explanation for the answer to the given question.
Question: What cell structures are like storage centers and tend to be larger in plant cells? Answer: vacuoles
Output:
|
The vacuoles are like storage centers. Plant cells have larger vacuoles than animal cells. Plants store water and nutrients in their large central vacuoles.
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task593_sciq_explanation_generation
|
NIv2
|
zs_opt
| 1
|
train
|
Q: Given a scientific question and its correct answer, generate supporting facts for the answer. This supporting fact can be an explanation for the answer to the given question.
Question: What is the modern periodic table based on? Answer: atomic number
A:
|
The modern periodic table is based on atomic number. Elements in each period go from metals on the left to metalloids and then nonmetals on the right. Within groups, elements have similar properties.
|
task593_sciq_explanation_generation
|
NIv2
|
zs_opt
| 7
|
train
|
Given a scientific question and its correct answer, generate supporting facts for the answer. This supporting fact can be an explanation for the answer to the given question.
One example: Question: What term refers to a list of the elements that will replace the ones below them in single-replacement reactions? Answer: activity series
Solution is here: A list called the activity series does the same thing the periodic table does for halogens: it lists the elements that will replace elements below them in single-replacement reactions.
Explanation: This is a valid supporting statement since it connects both the answers and question to generate the supporting fact
Now, solve this: Question: In which organs does gas exchange take place between blood and air? Answer: lungs
Solution:
|
Respiration begins with ventilation . This is the process of moving air in and out of the lungs. The lungs are the organs in which gas exchange takes place between blood and air.
|
task593_sciq_explanation_generation
|
NIv2
|
fs_opt
| 6
|
train
|
Given a scientific question and its correct answer, generate supporting facts for the answer. This supporting fact can be an explanation for the answer to the given question.
Q: Question: Isobaric expansion is a process occurring without a change in what? Answer: pressure
A:
|
isobaric expansion is a process occurring without a change in pressure.
|
task593_sciq_explanation_generation
|
NIv2
|
zs_opt
| 4
|
train
|
Given a scientific question and its correct answer, generate supporting facts for the answer. This supporting fact can be an explanation for the answer to the given question.
Question: What unit of the nervous system consists of a cell body, dendrites, and axon? Answer: neuron
|
Neurons are the structural and functional units of the nervous system. They consist of a cell body, dendrites, and axon.
|
task593_sciq_explanation_generation
|
NIv2
|
zs_opt
| 0
|
train
|
Detailed Instructions: Given a scientific question and its correct answer, generate supporting facts for the answer. This supporting fact can be an explanation for the answer to the given question.
Problem:Question: In a heat map, what color represents the hottest temperatures? Answer: bright yellow
Solution:
|
A heat wave over the United States as indicated by heat radiated from the ground. The bright yellow areas are the hottest, and the blue and white are coolest.
|
task593_sciq_explanation_generation
|
NIv2
|
zs_opt
| 8
|
train
|
Given a scientific question and its correct answer, generate supporting facts for the answer. This supporting fact can be an explanation for the answer to the given question.
Q: Question: What is made of gases that are essential for photosynthesis and other life activities? Answer: atmosphere
A: The atmosphere is made of gases that are essential for photosynthesis and other life activities.
****
Q: Question: What type of tissue is made up of cells that have the unique ability to contract? Answer: muscle tissue
A: Muscle tissue is made up of cells that have the unique ability to contract, or become shorter. Muscles attached to bones enable the body to move.
****
Q: Question: Groupings of related organs in the human body are referred to as "organ" what? Answer: systems
A:
|
Human organ systems work together to carry out many of their functions. The skeletal and muscular systems are no exception.
****
|
task593_sciq_explanation_generation
|
NIv2
|
fs_opt
| 4
|
test
|
Given a scientific question and its correct answer, generate supporting facts for the answer. This supporting fact can be an explanation for the answer to the given question.
Ex Input:
Question: What element can form two different compounds with oxygen? Answer: carbon
Ex Output:
Carbon can form two different compounds with oxygen.
Ex Input:
Question: Alpha emission is a type of what? Answer: radioactivity
Ex Output:
One type of radioactivity is alpha emission. What is an alpha particle? What happens to an alpha particle after it is emitted from an unstable nucleus?.
Ex Input:
Question: Migration and hibernation are examples of behaviors that occur on what temporal basis? Answer: annual
Ex Output:
|
Many animal behaviors occur in repeated cycles. Migration and hibernation are examples of behaviors with annual cycles. Sleeping and waking are examples of behaviors with daily cycles.
|
task593_sciq_explanation_generation
|
NIv2
|
fs_opt
| 1
|
validation
|
Q: A text is given in Oriya. Translate it from the Oriya language to the Tamil language. The translation must not omit or add information to the original sentence.
ଉଭୟ ପକ୍ଷ ପ୍ରାକୃତିକ ବାଷ୍ପ ସହିତ ରୁଷର ଶକ୍ତି ସମ୍ପତି ଓ ଅକ୍ଷୟଶକ୍ତି ସ୍ରୋତ କ୍ଷେତ୍ରରେ ସମ୍ଭାବ୍ୟ ସଂଯୁକ୍ତ ପରିଯୋଜନାଗୁଡ଼ିକୁ କାର୍ଯ୍ୟକାରୀ କରିବାରେ ଭାରତର ଆଗ୍ରହକୁ ଦେଖି ଭାରତ ଓ ରୁଷ ମଧ୍ୟରେ ଶକ୍ତି ସହଯୋଗକୁ ଆହୁରି ବିସ୍ତାର କରିବାର ମହତ୍ୱ ଉପରେ ଗୁରୁତ୍ୱାରୋପ କରାଯାଇଛି । 36.
A:
|
இந்திய தொழில் நிறுவனங்களின் பெருங்கூட்டமைப்பும் ஸ்கோல்கோவோ ஃபவுண்டேஷனும் இணைந்து 2018 டிசம்பரில் முதல் முறையாக புதிய தொழில்களை துவங்குவதற்கான இந்திய-ரஷிய உச்சிமாநாட்டை நடத்துவது என்ற முடிவையும் அவை பெரிதும் பாராட்டின.
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task1073_pib_translation_oriya_tamil
|
NIv2
|
zs_opt
| 7
|
train
|
Teacher: A text is given in Oriya. Translate it from the Oriya language to the Tamil language. The translation must not omit or add information to the original sentence.
Teacher: Now, understand the problem? If you are still confused, see the following example:
“ନୂତନ ଦିଗନ୍ତ ଆବିଷ୍କାର କରିବାର ରହିଛି ଏବଂ ନୂତନ ସ୍ଥାନକୁ ଯିବାର ଅଛି । ଆମେ ଏଥିପାଇଁ ନିଜକୁ ପ୍ରସ୍ତୁତ କରିବାର ଅଛି ଏବଂ ସଫଳତାର ନୂତନ ସୋପାନ ଆରୋହଣ କରିବାର ଅଛି ।”
Solution: "இது ஒரு புதிய திசையன் ஒரு புதிய நோக்கம் கொண்டிருக்கிறது மற்றும் புதிய இடத்திற்குச் செல்கிறது.நாங்கள் உங்களை தயார் செய்ய வேண்டும் மற்றும் வெற்றிகரமாக ஒரு புதிய படிநிலை வேண்டும். "
Reason: Correct translation for given sentence. Input sentence means '"It has a new directional thing has a new purpose and go to the new place.We have to prepare yourself and have a new step of success. "' which is the same as the output sentence.
Now, solve this instance: ଭାରତ-ବାଂଲାଦେଶ ସୀମାରେ ମୋଟ 3326 କିଲୋମିଟରରେ ତାରବାଡ଼ ପାଇଁ ଅନୁମତି ମିଳିଥିବା ବେଳେ 2746. 44 କିଲୋମିଟରର କାମ ଶେଷ ହୋଇଛି । 2019 ମାର୍ଚ୍ଚ ମଧ୍ୟରେ ବଳକା କାମ ଶେଷ କରିବାକୁ ଲକ୍ଷ୍ୟ ରଖାଯାଇଛି ।
Student:
|
பின்னணி: செலவு மேலாண்மை ஆணையத்தின் பரிந்துரையின் அடிப்படையில், சுகாதாரம் மற்றும் குடும்பநலத் துறையின் கீழ், சங்கங்கள் பதிவு சட்டம் 1860-ன் அடிப்படையில் உருவாக்கப்பட்ட 19 தன்னாட்சி அமைப்புகளை நித்தி ஆயோக் அமைப்பு மறுஆய்வு செய்தது. தன்னாட்சி அமைப்புகளை மறுஆய்வுசெய்து, அதனை சீரமைக்கலாம் என்ற பரிந்துரையுடன் இடைக்கால அறிக்கையை குழு தாக்கல் செய்தது.
|
task1073_pib_translation_oriya_tamil
|
NIv2
|
fs_opt
| 2
|
train
|
Teacher: A text is given in Oriya. Translate it from the Oriya language to the Tamil language. The translation must not omit or add information to the original sentence.
Teacher: Now, understand the problem? If you are still confused, see the following example:
“ନୂତନ ଦିଗନ୍ତ ଆବିଷ୍କାର କରିବାର ରହିଛି ଏବଂ ନୂତନ ସ୍ଥାନକୁ ଯିବାର ଅଛି । ଆମେ ଏଥିପାଇଁ ନିଜକୁ ପ୍ରସ୍ତୁତ କରିବାର ଅଛି ଏବଂ ସଫଳତାର ନୂତନ ସୋପାନ ଆରୋହଣ କରିବାର ଅଛି ।”
Solution: "இது ஒரு புதிய திசையன் ஒரு புதிய நோக்கம் கொண்டிருக்கிறது மற்றும் புதிய இடத்திற்குச் செல்கிறது.நாங்கள் உங்களை தயார் செய்ய வேண்டும் மற்றும் வெற்றிகரமாக ஒரு புதிய படிநிலை வேண்டும். "
Reason: Correct translation for given sentence. Input sentence means '"It has a new directional thing has a new purpose and go to the new place.We have to prepare yourself and have a new step of success. "' which is the same as the output sentence.
Now, solve this instance: 7 (ପରିପକ୍ୱତା 112 ମାସରେ)
Student:
|
7 (112 (மாதங்களில் முதிர்வடையும்)
|
task1073_pib_translation_oriya_tamil
|
NIv2
|
fs_opt
| 2
|
train
|
A text is given in Oriya. Translate it from the Oriya language to the Tamil language. The translation must not omit or add information to the original sentence.
One example is below.
Q: “ନୂତନ ଦିଗନ୍ତ ଆବିଷ୍କାର କରିବାର ରହିଛି ଏବଂ ନୂତନ ସ୍ଥାନକୁ ଯିବାର ଅଛି । ଆମେ ଏଥିପାଇଁ ନିଜକୁ ପ୍ରସ୍ତୁତ କରିବାର ଅଛି ଏବଂ ସଫଳତାର ନୂତନ ସୋପାନ ଆରୋହଣ କରିବାର ଅଛି ।”
A: "இது ஒரு புதிய திசையன் ஒரு புதிய நோக்கம் கொண்டிருக்கிறது மற்றும் புதிய இடத்திற்குச் செல்கிறது.நாங்கள் உங்களை தயார் செய்ய வேண்டும் மற்றும் வெற்றிகரமாக ஒரு புதிய படிநிலை வேண்டும். "
Rationale: Correct translation for given sentence. Input sentence means '"It has a new directional thing has a new purpose and go to the new place.We have to prepare yourself and have a new step of success. "' which is the same as the output sentence.
Q: ଆମେରିକାରେ ଟେଲିକମ୍ୟୁନିକେସନ୍ସ କନସଲଟାଣ୍ଟସ ଇଣ୍ଡିଆ ଲିମିଟେଡ (ଟିସିଆଇଏଲ)ର ଶତ ପ୍ରତିଶତ ମାଲିକାନା ଅଧିକାର ଥିବା ସି-କର୍ପୋରେସନ ଗଠନ ପ୍ରସ୍ତାବକୁ କ୍ୟାବିନେଟ ଅନୁମୋଦନ
A:
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இந்திய - ஆப்பிரிக்க கூட்டமைப்பு உச்சி மாநாட்டின் முடிவுகளை செயல்படுத்த ஆப்பிரிக்காவில் தூதரக அலுவலகங்களைத் திறக்க மத்திய அமைச்சரவை ஒப்புதல்!
|
task1073_pib_translation_oriya_tamil
|
NIv2
|
fs_opt
| 9
|
train
|
A text is given in Oriya. Translate it from the Oriya language to the Tamil language. The translation must not omit or add information to the original sentence.
Example Input: ବାଣିଜ୍ୟ, ପ୍ରଯୁକ୍ତି ଏବଂ ନିବେଶ କ୍ଷେତ୍ରରେ ଜର୍ମାନୀ ଆମର ଅଗ୍ରଣୀ ସହଯୋଗୀ । ବର୍ଲିନ୍ ଠାରେ ଚାନ୍ସେଲର ମର୍କେଲ୍ ଏବଂ ମୁଁ ଉଭୟ ଦେଶର ଶୀର୍ଷ ବ୍ୟବସାୟିକ ପ୍ରତିନିଧିମଣ୍ଡଳୀ ସହିତ ଆଲୋଚନା କରିବୁ । ଆମର ବାଣିଜ୍ୟ ଏବଂ ନିବେଶ ସମ୍ପର୍କକୁ ଆହୁରି ସୁଦୃଢ଼ କରିବା ଲାଗି ଏହି ଆଲୋଚନା ହେବ ।
Example Output: இரண்டாவது வகை குப்பை இருக்கிறதே, அது காகிதக் குப்பைகள், அட்டைப் பெட்டிகள், இரும்புச் சாமான்கள், கண்ணாடித் துண்டுகள், துணிகள், பிளாஸ்டிக், பாலித்தீன், உடைந்து போன டப்பாக்கள், ரப்பர் பொருட்கள், உலோகங்கள் என பல பொருட்கள் இதில் அடங்கும் – இவையனைத்தையும் உலர்ந்த குப்பைகளுக்கான தொட்டியில் இட வேண்டும்.
Example Input: ପ୍ରଧାନମନ୍ତ୍ରୀ ଶ୍ରୀ ନରେନ୍ଦ୍ର ମୋଦୀଙ୍କ ଅଧ୍ୟକ୍ଷତାରେ ଅନୁଷ୍ଠିତ କେନ୍ଦ୍ର କ୍ୟାବିନେଟ ବୈଠକରେ କୃଷି ଏବଂ ମତ୍ସ୍ୟଚାଷ କ୍ଷେତ୍ରରେ ଭାରତ ଏବଂ କଲମ୍ବିଆ ମଧ୍ୟରେ ଏକ ବୁଝାମଣା ପତ୍ର (ଏମଓୟୁ) ସ୍ୱାକ୍ଷର ପ୍ରସ୍ତାବକୁ ଅନୁମୋଦନ କରାଯାଇଛି ।
Example Output: சிங் மேலும் பேசுகையில், ‘புளிப்பு பழங்களுக்காக ஆராய்ச்சியை மேம்படுத்தவும், அவற்றுக்கான தொழில்நுட்பங்களை வழங்குவதற்காகவும் நாக்பூரில் 1985ம் ஆண்டு மத்திய புளிப்பு பழங்கள் ஆராய்ச்சி மையத்தை (சிசிஆர்ஐ) மத்திய அரசு அமைத்தது என்றும் 1986ம் ஆண்டில் அது தேசிய புளிப்பு பழங்கள் ஆய்வு மையமாக தரம் உயர்த்தப்பட்டது’ என்றும் கூறினார்.
Example Input: ଭାଷା ନିକଟରେ ଏକତାର ଶକ୍ତି ରହିଛି
Example Output:
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ஒரு வகையில் அது சக்தியை அதிகரிக்கச் செய்கிறது.
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task1073_pib_translation_oriya_tamil
|
NIv2
|
fs_opt
| 3
|
train
|
Detailed Instructions: A text is given in Oriya. Translate it from the Oriya language to the Tamil language. The translation must not omit or add information to the original sentence.
Q: ପାଞ୍ଚଟି ପୁଲିସ ପଦକ ପ୍ରତିଷ୍ଠା କଲେ କେନ୍ଦ୍ର ସ୍ୱରାଷ୍ଟ୍ର ମନ୍ତ୍ରୀ
A:
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உள்ளூர் தொல்லியல் மூலம் கிடைக்க வேண்டிய பாடங்கள் நமது பள்ளிக்கூடப் பாடத்திட்டங்களில் இடம்பெறச் செய்யலாம்” என்று கேட்டுக் கொண்டார்.
|
task1073_pib_translation_oriya_tamil
|
NIv2
|
zs_opt
| 9
|
train
|
A text is given in Oriya. Translate it from the Oriya language to the Tamil language. The translation must not omit or add information to the original sentence.
[EX Q]: ପ୍ରଧାନମନ୍ତ୍ରୀ ନବଜାତ ଯତ୍ନ କାର୍ଯ୍ୟକ୍ରମର ସଫଳତାକୁ ପ୍ରଶଂସା କରିଥିଲେ । ଏହା ଦ୍ୱାରା ପ୍ରତିବର୍ଷ ଦେଶର 1.
[EX A]: ஏப்ரல் 23, 2012 அன்று உச்ச நீதிமன்ற தலைமை நீதிபதியாக நியமிக்கப்பட்டார்.
[EX Q]: ଗଣମାନ୍ୟ ଅତିଥି ମାନେ ଉତ୍ତମ ଆତିଥ୍ୟତା ପାଇଁ ଉପରାଷ୍ଟ୍ରପତିଙ୍କୁ ଧନ୍ୟବାଦ ପ୍ରଦାନ କରିଥିଲେ ଏବଂ ତାଙ୍କୁ ଆଫ୍ରିକୀୟ ଦେଶମାନଙ୍କୁ ଯାତ୍ରା କରିବା ଲାଗି ଆମନ୍ତ୍ରିତ କରିଥିଲେ ।
[EX A]: 2018) எழுத்து மூலம் அளித்த பதிலில் சுகாதாரம் மற்றும் குடும்ப நலத்துறை இணையமைச்சர் திரு. அஸ்வினி குமார் சவ்பே தெரிவித்தார்
[EX Q]: “ମହାବୀର ଜୟନ୍ତୀର ଶୁଭକାମନା । ଆମେ ଭଗବାନ ମହାବୀରଙ୍କ ପବିତ୍ର ବାଣୀକୁ ସ୍ମରଣ କରୁଛୁ ଯାହାକି ପ୍ରତ୍ୟେକ ପିଢିକୁ ମାର୍ଗଦର୍ଶନ ଦେଇ ଚାଲିଛି”, ବୋଲି ପ୍ରଧାନମନ୍ତ୍ରୀ କହିଛନ୍ତି ।
[EX A]:
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இந்திய இளைஞர்களின் விருப்பத்தைப் பூர்த்தி செய்யும் வகையில், இந்தியாவில் உலகத் தரம் வாயந்த கல்விநிறுவனங்களை அமைப்பது எனது அரசின் நோக்கங்களில் ஒன்றாகும்.
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task1073_pib_translation_oriya_tamil
|
NIv2
|
fs_opt
| 6
|
train
|
A text is given in Oriya. Translate it from the Oriya language to the Tamil language. The translation must not omit or add information to the original sentence.
Ex Input:
ପୁରସ୍କାର ଉପରେ ବିସ୍ତୃତ ଭାବେ ବର୍ଣ୍ଣନା କରି କେନ୍ଦ୍ର ମହିଳା ଓ ଶିଶୁ ବିକାଶ ମନ୍ତ୍ରୀ ଶ୍ରୀମତୀ ମେନକା ସଂଜୟ ଗାନ୍ଧୀ କହିଥିଲେ ଯେ ରାଷ୍ଟ୍ରୀୟ ଶିଶୁ ପୁରସ୍କାର ଆମ ପିଲାମାନଙ୍କ ମଧ୍ୟରେ ଅସାଧାରଣ ପ୍ରତିଭାକୁ ସମ୍ମାନିତ କରିବା ପାଇଁ ଏକ ସ୍ୱତନ୍ତ୍ର ମଂଚ । ଏହାଦ୍ୱାରା ସଂପୃକ୍ତ ପିଲାମାନେ ଅନ୍ୟ ପିଲାମାନଙ୍କ ପାଇଁ ପ୍ରେରଣା ହୋଇପାରିବେ । ଏହି ପୁରସ୍କାର ଜରିଆରେ ସରକାର ନିଜ ପିଲାମାନଙ୍କର ବିକାଶକୁ ସୁନିଶ୍ଚିତ କରିବା ଏବଂ ସମାଜ ପ୍ରତି ନିଜର ପ୍ରତିଭା ଏବଂ ପ୍ରତିଶୃତିବଦ୍ଧତାକୁ ସମ୍ମାନିତ କରିବା ଦିଗରେ ସଂକଳ୍ପକୁ ପ୍ରତିପାଦିତ କରୁଛନ୍ତି ।
Ex Output:
இந்த விருது குறித்து விளக்கிய மத்திய மகளிர் மற்றும் குழந்தைகள் மேம்பாட்டுத் துறை அமைச்சர் திருமதி மேனகா காந்தி, “இந்த தேசிய குழந்தைகள் விருதுகள் என்பது சிறப்பு சாதனைகள் புரிந்த நமது குழந்தைகளையும் மற்றவர்களுக்கு ஊக்கம் அளிக்கும் வகையில் தங்களது நல்வாழ்வு, வளர்ச்சிமற்றும் பாதுகாப்புக்காக சேவையாற்றியவர்களையும் கவுரவிக்கும் ஓர் அற்புதமான மேடையாகும்.
Ex Input:
ଅସହାୟ ମହିଳା ଏବଂ ଶିଶୁମାନଙ୍କ ପାଇଁ ଲକ୍ଷ୍ନୌ ଏବଂ ବାରଣାସୀରେ ବୃହତ୍ତ ଆଶ୍ରୟସ୍ଥଳୀ ନିର୍ମାଣ ନିମନ୍ତେ ଭୂମି ପ୍ରଦାନ କରିବେ ଉତ୍ତରପ୍ରଦେଶ ସରକାର
Ex Output:
நேபாளத்தில் உள்ள பசுபதிநாத் மற்றும் இதர கோவில்களுக்கு தமது முந்தைய பயணங்களை அவர் நினைவுகூர்ந்தார்.
Ex Input:
“ଇଷ୍ଟର ଅବସରରେ ଅଭିନନ୍ଦନ !
Ex Output:
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“ஈஸ்டர் திருநாள் வாழ்த்துகள்!
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task1073_pib_translation_oriya_tamil
|
NIv2
|
fs_opt
| 1
|
train
|
You will be given a definition of a task first, then some input of the task.
A text is given in Oriya. Translate it from the Oriya language to the Tamil language. The translation must not omit or add information to the original sentence.
ଭ୍ରଷ୍ଟାଚାର, ପରିବାରବାଦ ଆମ ଦେଶକୁ କଳ୍ପନାତୀତ ଭାବେ କ୍ଷତିଗ୍ରସ୍ତ କରିଛି । ଆମେ ନିରନ୍ତର ପ୍ରଯୁକ୍ତିର ଉପଯୋଗ କରି ଏହାର ମୁକାବିଲା ଦିଗରେ ଅନେକ ପଦକ୍ଷେପ ନେଇଛୁ ।
Output:
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இந்த வேற்றுமையை உலகத்துக்கு அறியச் செய்து, உலகச்சந்தையை பிடிப்பதற்கு நாம் முயற்சி மேற்கொண்டால், நமது நாட்டில் உள்ள இளைஞர்கள் வேலைவாய்ப்பைப் பெறுவார்கள்.
|
task1073_pib_translation_oriya_tamil
|
NIv2
|
zs_opt
| 1
|
test
|
Instructions: A text is given in Oriya. Translate it from the Oriya language to the Tamil language. The translation must not omit or add information to the original sentence.
Input: “ଟାଇମଲେସ ଲକ୍ଷ୍ମଣ” ପୁସ୍ତକ ଉନ୍ମୋଚନ କଲେ ପ୍ରଧାନମନ୍ତ୍ରୀ
Output:
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SDG கண்காணிப்பு சட்டகம் குறித்த பிரதேச அளவிலான பயிற்சி முகாம்
|
task1073_pib_translation_oriya_tamil
|
NIv2
|
zs_opt
| 3
|
validation
|
You are given a conversation between two people.'Person1:' and 'Person2:' are used to separate their respective dialogues. You have to classify if there exist more than 2 unique emotions in conversation. If there are more than 2 unique emotions present in the conversation, the output should be classified as '1' else it should be '0'
One example is below.
Q: Person1: Excuse me , when is the next train to Los Angeles ?
Person2: 10:15 a . m .
Person1: Can I get the ticket here ?
Person2: Sorry . You have to buy your ticket at the next counter .
Person1: Thank you .
A: 1
Rationale: This conversation has multiple emotions because of unavailability of the ticket at the given counter and the happiness at the end due to gratitude
Q: Person1: What is your hobby ?
Person2: I spend most of my spare time reading . And I subscribe to various newspapers , magazines and periodicals .
Person1: What kind of reading materials do you like best ?
Person2: I am interested in science fiction .
A:
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0
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task1535_daily_dialog_uniqueness_classification
|
NIv2
|
fs_opt
| 9
|
train
|
Teacher: You are given a conversation between two people.'Person1:' and 'Person2:' are used to separate their respective dialogues. You have to classify if there exist more than 2 unique emotions in conversation. If there are more than 2 unique emotions present in the conversation, the output should be classified as '1' else it should be '0'
Teacher: Now, understand the problem? If you are still confused, see the following example:
Person1: Excuse me , when is the next train to Los Angeles ?
Person2: 10:15 a . m .
Person1: Can I get the ticket here ?
Person2: Sorry . You have to buy your ticket at the next counter .
Person1: Thank you .
Solution: 1
Reason: This conversation has multiple emotions because of unavailability of the ticket at the given counter and the happiness at the end due to gratitude
Now, solve this instance: Person1: Good morning , Jim !
Person2: Good morning , Emma ! A lovely day , isn't it ?
Person1: Yes , it is . The sun is shining . There is no wind , only a pleasant breeze .
Person2: It is the best season for a picnic right now . Have you decided the place for your picnic ?
Person1: We have decided to go to the park this Sunday . Would you like to go with us if you have not decided yet ?
Person2: What did the whetherman say ?
Person1: He ’ s predicting clear skies .
Person2: Well , I will think it over .
Student:
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0
|
task1535_daily_dialog_uniqueness_classification
|
NIv2
|
fs_opt
| 2
|
train
|
Q: You are given a conversation between two people.'Person1:' and 'Person2:' are used to separate their respective dialogues. You have to classify if there exist more than 2 unique emotions in conversation. If there are more than 2 unique emotions present in the conversation, the output should be classified as '1' else it should be '0'
Person1: Excuse me , are you Sara Wilson ?
Person2: Yes , I am . You must be Tom . Nice to meet you .
Person1: Nice to meet you too . Let me help you with your bags .
Person2: Be careful , Tom . Those are pretty heavy .
Person1: Wow , you're not kidding . Hold on a second . Hello , could you give us a hand , please ?
A:
|
0
|
task1535_daily_dialog_uniqueness_classification
|
NIv2
|
zs_opt
| 7
|
train
|
You are given a conversation between two people.'Person1:' and 'Person2:' are used to separate their respective dialogues. You have to classify if there exist more than 2 unique emotions in conversation. If there are more than 2 unique emotions present in the conversation, the output should be classified as '1' else it should be '0'
Q: Person1: Come on , you must tell me everything about him .
Person2: Well , he's very tall and handsome .
Person1: Hmm ...
Person2: He has big blue eyes and long blonde hair .
Person1: Oh , how long ?
Person2: Down to his shoulders . It's beautiful , like gold .
Person1: OK . OK . You'd better tell me what he does .
Person2: He's a very creative painter . His paintings sell well .
Person1: Really ?
Person2: He's quite a patient teacher , too .
Person1: Fine .
Person2: You're going to like him . Everybody says he's a nice guy .
A:
|
1
|
task1535_daily_dialog_uniqueness_classification
|
NIv2
|
zs_opt
| 4
|
train
|
Given the task definition, example input & output, solve the new input case.
You are given a conversation between two people.'Person1:' and 'Person2:' are used to separate their respective dialogues. You have to classify if there exist more than 2 unique emotions in conversation. If there are more than 2 unique emotions present in the conversation, the output should be classified as '1' else it should be '0'
Example: Person1: Excuse me , when is the next train to Los Angeles ?
Person2: 10:15 a . m .
Person1: Can I get the ticket here ?
Person2: Sorry . You have to buy your ticket at the next counter .
Person1: Thank you .
Output: 1
This conversation has multiple emotions because of unavailability of the ticket at the given counter and the happiness at the end due to gratitude
New input case for you: Person1: Has Alan shown up yet ?
Person2: Nope . I guess something might have come up .
Person1: I wonder what happened .
Person2: I don't know . I hope it's nothing serious .
Person1: Last week his sister was admitted to the hospital .
Person2: Oh ? What happened ?
Person1: His sister had a car accident last week .
Person2: Is she fine now ?
Person1: She is still in a coma .
Person2: Oh , poor Alan ! His sister is the only one he has left since his parents died last year .
Output:
|
1
|
task1535_daily_dialog_uniqueness_classification
|
NIv2
|
fs_opt
| 1
|
train
|
You are given a conversation between two people.'Person1:' and 'Person2:' are used to separate their respective dialogues. You have to classify if there exist more than 2 unique emotions in conversation. If there are more than 2 unique emotions present in the conversation, the output should be classified as '1' else it should be '0'
Ex Input:
Person1: It's time to leave the office for the night . Firstly I log off my computer , then I set the electronic security system .
Person2: That's pretty advanced .
Person1: Now I'll quickly send a short message to my wife and take the elevator down to the basement .
Person2: Is that where you park ?
Person1: Yes , the car park is under constant video surveillance , so my car is quite safe . Please get in .
Person2: Thank you . Where is your key ?
Person1: There's no need , I have keyless entry , and the steering wheel recognizes my finger prints before starting the car . Now , we can look at the navigation system to find the best route home .
Person2: That's amazing , it even shows all the roads that are congested at the moment .
Person1: Using GPS I can rely on this to direct me home . Now I just need to find my E-Card to automatically open the gate and we can drive out .
Person2: Pretty soon cars will be driving themselves .
Person1: Maybe , but in the meantime why not help me find the remote control for my garage door ?
Person2: Here it is , and here we are .
Person1: When I turn off my home alarm , the house will automatically tum on the lights and set the climate to a comfortable level .
Person2: I have to get home , but I don't need all of this fancy technology , I think I'll just walk .
Ex Output:
1
Ex Input:
Person1: Bye , mom !
Person2: Wait , Jimmy , it ’ s cold outside . Put a hat on !
Person1: OK . Bye !
Person2: No , wait , you will be too cold without mittens .
Person1: Alright . See ya !
Person2: Hold on , with that wind , you ’ re going to catch a cold . Wear this scarf .
Person1: Ok , see you after school ...
Person2: Oh ... and ear muffs ! Put these on ... here we go .
Person1: Mom ?
Person2: Yes , honey ...
Person1: I ... I can ’ t breathe .
Ex Output:
0
Ex Input:
Person1: Are you ready to go the concert ?
Person2: Yes . Should we go there by bus so we aren't late ?
Person1: Actually , why don't we go there by bike ? We could get stuck in traffic if we travel by bus in rush hour .
Person2: That's true . Cycling is good for our environment , too . Let me just get my helmet then .
Person1: Is your helmet comfortable ?
Person2: Not really , but I liked the design , so I got it .
Person1: Maybe you should think about getting a round helmet ; they're better .
Person2: I'll think about it .
Person1: Is that your new bicycle ?
Person2: Yes , my father gave it to me for my birthday . Do you like it ?
Person1: It's the newest 10 speed cycling mountain bike . These are really expensive !
Person2: Nothing but the best from my dad . I like everything about it except for the brakes . They are a bit sticky .
Person1: I can fix those for you . Is there anything else wrong with it ?
Person2: Well , my saddle is too low for me . Do you know how to change the height ?
Person1: That's easy . It's important to have the saddle high enough so that your legs can extend fully when you are on your bicycle .
Person2: Is that why my knees have felt sore after every time I've ridden my bike ?
Person1: It's possible . Give me a minute and I can fix these for you and then we can go .
Ex Output:
|
0
|
task1535_daily_dialog_uniqueness_classification
|
NIv2
|
fs_opt
| 1
|
train
|
Q: You are given a conversation between two people.'Person1:' and 'Person2:' are used to separate their respective dialogues. You have to classify if there exist more than 2 unique emotions in conversation. If there are more than 2 unique emotions present in the conversation, the output should be classified as '1' else it should be '0'
Person1: so , how should we go to the theatre ?
Person2: let's take the bus .
Person1: I hate the bus system in London ! The bus drivers are rude , the buses are never on time , and there are few people around who can help you .
Person2: it's not that bad . You probably just had a bad experience once .
Person1: it wasn't just once . Every single time I take the bus , something bad happens to me or to someone else on the bus .
Person2: we could take the subway , but we'd have to go three stops along one line and then change trains twice .
Person1: train fares are twice as expensive as the bus fare , too .
Person2: if we don't hurry up , we'll miss the show . Should we take the bus ?
Person1: we're already late , so I think we had better take a taxi .
Person2: I don't think we'll be able to find a taxi very easily during hush hours . Let's just take the bus .
Person1: fine . Have a look at the timetable to find out when the next one arrives .
Person2: it looks like it should be here in just a few minutes .
Person1: don't worry . Nothing bad will happen . I'll even buy your ticket for you .
Person2: thanks , that was nice of you .
Person1: see , now something good has happened to you on a bus trip !
A:
|
1
|
task1535_daily_dialog_uniqueness_classification
|
NIv2
|
zs_opt
| 7
|
train
|
You are given a conversation between two people.'Person1:' and 'Person2:' are used to separate their respective dialogues. You have to classify if there exist more than 2 unique emotions in conversation. If there are more than 2 unique emotions present in the conversation, the output should be classified as '1' else it should be '0'
Example: Person1: Excuse me , when is the next train to Los Angeles ?
Person2: 10:15 a . m .
Person1: Can I get the ticket here ?
Person2: Sorry . You have to buy your ticket at the next counter .
Person1: Thank you .
Example solution: 1
Example explanation: This conversation has multiple emotions because of unavailability of the ticket at the given counter and the happiness at the end due to gratitude
Problem: Person1: Good morning ! My name is John White , import manager of the Garden Trading Company of New York .
Person2: Oh , how do you to Mr . White ? My name is Li Ming , here is my card .
Person1: Nice to meet you Mr.Li . We have learned about that you specialize in the export business of electronic products . As you enjoy the highest reputation in the commercial circle , we'd be please to enter into business relations with your firm .
Person2: We share the same desire . Have you seen the display of our products in the exhibition hall downstairs ?
Person1: Yes , I had a look just now , I feel we can do a lot of business in this line .
Person2: Sure , we can . You know , we are been in the line for more than twenty years , and I think our price are competitive comparing with those in the world market .
Person1: Our company enjoys a history of more than twenty years , we have wide connection with wholesalers and retailers all over the America , and we have good reputation in the commercial circle .
Person2: Thank you for your information , we can hold more talks later on business details .
Person1: Sure .
|
Solution: 0
|
task1535_daily_dialog_uniqueness_classification
|
NIv2
|
fs_opt
| 5
|
train
|
You are given a conversation between two people.'Person1:' and 'Person2:' are used to separate their respective dialogues. You have to classify if there exist more than 2 unique emotions in conversation. If there are more than 2 unique emotions present in the conversation, the output should be classified as '1' else it should be '0'
Q: Person1: This is going to surprise you , but I'm happy . I think you're making the right move .
Person2: You do ?
Person1: Look , maybe I shouldn't tell you this , but I'v going over to WebTracker , too .
Person2: No way ! That's great ! Then we'll still be together !
Person1: Actually , I'm already working for WebTracker . Vince never wanted to give me what I was worth , so I figured , what the heck .
Person2: No kidding ! I can't believe this . You devil !
Person1: It's kind of cool , isn't it ? I'm sort of like a secret agent .
A:
|
1
|
task1535_daily_dialog_uniqueness_classification
|
NIv2
|
zs_opt
| 4
|
test
|
You are given a conversation between two people.'Person1:' and 'Person2:' are used to separate their respective dialogues. You have to classify if there exist more than 2 unique emotions in conversation. If there are more than 2 unique emotions present in the conversation, the output should be classified as '1' else it should be '0'
Example input: Person1: Excuse me , when is the next train to Los Angeles ?
Person2: 10:15 a . m .
Person1: Can I get the ticket here ?
Person2: Sorry . You have to buy your ticket at the next counter .
Person1: Thank you .
Example output: 1
Example explanation: This conversation has multiple emotions because of unavailability of the ticket at the given counter and the happiness at the end due to gratitude
Q: Person1: What does this have to do with me ?
Person2: You know all about coffee . I need your advice , so I won't look stupid when I order .
Person1: Order tea . Isn't that what you like to drink ?
Person2: Come on , Hugh ! Tea is for wimps ! Please , I need your help .
Person1: If you want to be macho , order a double shot of espresso .
Person2: Now you're talking . That sounds good . What is it ?
A:
|
0
|
task1535_daily_dialog_uniqueness_classification
|
NIv2
|
fs_opt
| 3
|
validation
|
Q: Read the given story and classify it as 'imagined', 'recalled', or 'retold'. If a story is imagined, the person who wrote the story is making it up, pretending they experienced it. If a story is recalled, the person who wrote the story really experienced it and is recalling it from memory. If a story is retold, it is a real memory like the 'recalled' stories, but written down much later after previously writing a 'recalled' story about the same events. So, recalled stories and retold stories will be fairly similar, in that they both were real experiences for the writer. Imagined stories have a more linear flow and contain more commonsense knowledge, whereas recalled stories are less connected and contain more specific concrete events. Additionally, higher levels of self reference are found in imagined stories. Between recalled and retold stories, retold stories flow significantly more linearly than recalled stories, and retold stories are significantly higher in scores for cognitive processes and positive tone.
While I was in 7th grade, I had a bully. She was a heavier girl with greasy hair and clothes that were obviously hand me downs or thrift store buys. I knew that she most likely didn't have the best life, based on the way that she acted. She would constantly curse or make sex jokes or jokes about drugs, and at 13 it seemed like she was trying too hard to prove she was mature. While her life was probably a string of bad parenting mistakes and school punishments from lashing out, but it still didn't excuse her severe bullying. She would lean against her locker and glare at me as I passed by, calling out mean questions like, "Do you have a dick?" or "Why are you staring at me, you fucking lesbian?" I wasn't the only one she tormented. I would hear her lashing out at other girls, and even some of the more timid boys. Her favorite insults to hurl at the boys were often "Faggot!" or "Pussy!" Because of her aggressive behavior, she didn't have many friends but that doesn't mean that she didn't have any. Her wannabe gang was comprised of two other girls and one boy, all of which seemed to have been brought up in less than fortunate circumstances. Their crew was known for smoking pot, vandalizing, and being in detention. About 6 months ago, I finally stood up to my bully. We were in P.E. and all of the girls were in the locker room. It was mandatory to change into gym clothes before P.E. started. Everyone faced inward toward their locker, trying to block out the rest of the half naked girls. Except for my bully, who turned toward me and pulled down the elastic waistband of my gym shorts, then loudly exclaimed, "My bad, just wanted to finally see once and for all if you really did have a dick", while she laughed sarcastically. I straightened up, with my shorts still down around my knees and quietly breathed out, "We all know you just act out because you have a shitty life." The girls around me quietly giggled. My bully turned away, looking hurt. I thought she'd lash out, but the public embarrassment seemed to actually bother her.A few hours later, when we were all waiting for the buses around the back of the school, my bully came up to me. "Hey, dickwad.""...Hey." I said back."That wasn't cool, what you did before - you don't know my life, bitch.""You're right I don't know your life... but I'm just calling how everyone sees it. Why do you think everyone laughed when I said it."It seemed to dawn on her that the way she had been acting wasn't funny or cool, and was actually contributing to her loneliness. The rest of the school year, she didn't call out mean things to people passing by or get a detention so she seemed to have taken what I said to heart and actually tried to change her behavior.
A:
|
imagined
|
task854_hippocorpus_classification
|
NIv2
|
zs_opt
| 7
|
train
|
Teacher:Read the given story and classify it as 'imagined', 'recalled', or 'retold'. If a story is imagined, the person who wrote the story is making it up, pretending they experienced it. If a story is recalled, the person who wrote the story really experienced it and is recalling it from memory. If a story is retold, it is a real memory like the 'recalled' stories, but written down much later after previously writing a 'recalled' story about the same events. So, recalled stories and retold stories will be fairly similar, in that they both were real experiences for the writer. Imagined stories have a more linear flow and contain more commonsense knowledge, whereas recalled stories are less connected and contain more specific concrete events. Additionally, higher levels of self reference are found in imagined stories. Between recalled and retold stories, retold stories flow significantly more linearly than recalled stories, and retold stories are significantly higher in scores for cognitive processes and positive tone.
Teacher: Now, understand the problem? Solve this instance: The date was July 29th, 2019. It’s officially my due date! A few days ago, I went to the hospital with horrible contractions. They sent me home because I was only 1cm dilated. I’ve been in so much pain, I haven’t slept for around 48 hours. It hurt to sit, hurt to lay down, I’ve basically been standing up on my feet for 2 days. I haven’t eaten either. My bladder was irritated and just stopped working. I couldn’t pee no matter how hard I tried. I was truly the most miserable I’ve ever been. I finally couldn’t stand it anymore so my mom and boyfriend took me back to the hospital and I FINALLY got admitted!! :D I guess all those crazy contractions worked because I finally dilated to 3cm and they admitted me! (After threatening their lives if they didn’t lol) so here I am, on my due date, CRAZY happy with my epidural, and waiting to progress. Right now I’m about 5-6cm. Can’t wait to meet my little boy! UPDATE: My son was born 7/29 at 2:49am. 5 lbs 9oz We’re in post partum recovery, I ended up having a c-section due to meconium in his amniotic fluid. He is perfect, healthy, and we’re learning breastfeeding together. He’s my angel.
Student:
|
recalled
|
task854_hippocorpus_classification
|
NIv2
|
zs_opt
| 6
|
train
|
Read the given story and classify it as 'imagined', 'recalled', or 'retold'. If a story is imagined, the person who wrote the story is making it up, pretending they experienced it. If a story is recalled, the person who wrote the story really experienced it and is recalling it from memory. If a story is retold, it is a real memory like the 'recalled' stories, but written down much later after previously writing a 'recalled' story about the same events. So, recalled stories and retold stories will be fairly similar, in that they both were real experiences for the writer. Imagined stories have a more linear flow and contain more commonsense knowledge, whereas recalled stories are less connected and contain more specific concrete events. Additionally, higher levels of self reference are found in imagined stories. Between recalled and retold stories, retold stories flow significantly more linearly than recalled stories, and retold stories are significantly higher in scores for cognitive processes and positive tone.
Example: Concerts are my most favorite thing, and my boyfriend knew it. That's why, for our anniversary, he got me tickets to see my favorite artist. Not only that, but the tickets were for an outdoor show, which I love much more than being in a crowded stadium. Since he knew I was such a big fan of music, he got tickets for himself, and even a couple of my friends. He is so incredibly nice and considerate to me and what I like to do. I will always remember this event and I will always cherish him. On the day of the concert, I got ready, and he picked me up and we went out to a restaurant beforehand. He is so incredibly romantic. He knew exactly where to take me without asking. We ate, laughed, and had a wonderful dinner date before the big event. We arrived at the concert and the music was so incredibly beautiful. I loved every minute of it. My friends, boyfriend, and I all sat down next to each other. As the music was slowly dying down, I found us all getting lost just staring at the stars. It was such an incredibly unforgettable and beautiful night.
Example solution: imagined
Example explanation: This is a good example because it really was an imagined story. The attributes that should tip you off are that the story is light on concrete events (they describe things in broad terms such as going to a restaurant and being at the stadium, but nothing specific about who was exactly where and anything specifically notable someone said or did) and heavy on references to the writer themselves and their internal feelings (they frequently repeat how much they loved it, how romantic they felt, how they cherished the night, etc). It's also very linear and structured, pointing to this being an imagined story. Additionally, the events and feelings described seem a little romanticized or idealized beyond what is usually a realistic circumstance.
Problem: I was concerned about the number of times my mother had fallen recently. I was extremely nervous to be with her and watch her walk, and I was nervous to not be there and watch her walk. She fell when she was less than a foot away from me. It happened so quickly, that I had no chance to help her or slow her fall. I realized at that time that it didn't matter whether I was there or not, she was deteriorating and she would fall again. I knew that at some point, she would break a bone. That is exactly what happened. She broke a bone in her wrist when I wasn't there. I was actually quite relieved when the hospital suggested rehab. I hoped it would help strengthen her. I also hoped that the rehab center would be able to convince her to use her walker, as I had been unable to do. She worked hard at rehab and was getting stronger. She was never strong enough to go home, and she passed quietly in her sleep. I had hoped that she would be able to come home again. He had worked hard to keep everything just the way she liked things at her house.
|
Solution: retold
|
task854_hippocorpus_classification
|
NIv2
|
fs_opt
| 5
|
train
|
Read the given story and classify it as 'imagined', 'recalled', or 'retold'. If a story is imagined, the person who wrote the story is making it up, pretending they experienced it. If a story is recalled, the person who wrote the story really experienced it and is recalling it from memory. If a story is retold, it is a real memory like the 'recalled' stories, but written down much later after previously writing a 'recalled' story about the same events. So, recalled stories and retold stories will be fairly similar, in that they both were real experiences for the writer. Imagined stories have a more linear flow and contain more commonsense knowledge, whereas recalled stories are less connected and contain more specific concrete events. Additionally, higher levels of self reference are found in imagined stories. Between recalled and retold stories, retold stories flow significantly more linearly than recalled stories, and retold stories are significantly higher in scores for cognitive processes and positive tone.
Example: Concerts are my most favorite thing, and my boyfriend knew it. That's why, for our anniversary, he got me tickets to see my favorite artist. Not only that, but the tickets were for an outdoor show, which I love much more than being in a crowded stadium. Since he knew I was such a big fan of music, he got tickets for himself, and even a couple of my friends. He is so incredibly nice and considerate to me and what I like to do. I will always remember this event and I will always cherish him. On the day of the concert, I got ready, and he picked me up and we went out to a restaurant beforehand. He is so incredibly romantic. He knew exactly where to take me without asking. We ate, laughed, and had a wonderful dinner date before the big event. We arrived at the concert and the music was so incredibly beautiful. I loved every minute of it. My friends, boyfriend, and I all sat down next to each other. As the music was slowly dying down, I found us all getting lost just staring at the stars. It was such an incredibly unforgettable and beautiful night.
Example solution: imagined
Example explanation: This is a good example because it really was an imagined story. The attributes that should tip you off are that the story is light on concrete events (they describe things in broad terms such as going to a restaurant and being at the stadium, but nothing specific about who was exactly where and anything specifically notable someone said or did) and heavy on references to the writer themselves and their internal feelings (they frequently repeat how much they loved it, how romantic they felt, how they cherished the night, etc). It's also very linear and structured, pointing to this being an imagined story. Additionally, the events and feelings described seem a little romanticized or idealized beyond what is usually a realistic circumstance.
Problem: Last summer June 23 of 2018I was learning swimming. My daughter know swimming very well. My daughter knows very well. So she always mocked me that you don't know swimming, so I thought why don't I can learn swimming? ..If I would join in Swim school what will happens? after some research I joined in swimming class. There I have memories of drowning, Have you ever seen everything before you play out in slow motion, where you are aware of everything around you, yet not knowing what was going on? I have, and as I look back on it, I feel very blessed and protected. This conveys to me now god has a different plan for my life. How may life would be differed , If I drowned that day. It was so interesting and funny too. My daughter also seen that incident. So she always mocking about it.. That is so memorable incident. Whenever I am thinking about my past memorable incidents. This should come in my mind.
|
Solution: recalled
|
task854_hippocorpus_classification
|
NIv2
|
fs_opt
| 5
|
train
|
Read the given story and classify it as 'imagined', 'recalled', or 'retold'. If a story is imagined, the person who wrote the story is making it up, pretending they experienced it. If a story is recalled, the person who wrote the story really experienced it and is recalling it from memory. If a story is retold, it is a real memory like the 'recalled' stories, but written down much later after previously writing a 'recalled' story about the same events. So, recalled stories and retold stories will be fairly similar, in that they both were real experiences for the writer. Imagined stories have a more linear flow and contain more commonsense knowledge, whereas recalled stories are less connected and contain more specific concrete events. Additionally, higher levels of self reference are found in imagined stories. Between recalled and retold stories, retold stories flow significantly more linearly than recalled stories, and retold stories are significantly higher in scores for cognitive processes and positive tone.
Q: This past 4th of July was the first of my grand daughters life. We had her come over to our house where it is legal to shoot off fireworks and basically celebrate however you decide to do that. We started off the day by cooking up some food and having a nice cookout on this day. We had some burgers and some typical 4th of July foods. We spent the day together as a family really just having a nice time together talking and catching up. Then it started to get darker outside and we began to shoot off some fireworks. All of our neighbors also take part in this as there really is a fireworks show right above our house. We took her outside and at first she acted a bit scared because of all the noise. After a little bit though she relaxed and began to enjoy seeing all of the lights in the sky and hearing the noise. She was really having a great time seeing all of these things for the very first time and it reminded me how much something like this can mean. It took me back and made me enjoy the 4th more than I have in a long time. I really enjoyed watching how she reacted to each huge firework that exploded in the sky above her head. She was throwing her hands in the air and screaming in joy about how much fun she was having with all of this. We really had a great time on this 4th showing this little girl what this holiday was all about. She had a great experience with the entire thing and really enjoyed her first one. She couldn't stop smiling as she was having the time of her life during this event.
A:
|
retold
|
task854_hippocorpus_classification
|
NIv2
|
zs_opt
| 4
|
train
|
Teacher: Read the given story and classify it as 'imagined', 'recalled', or 'retold'. If a story is imagined, the person who wrote the story is making it up, pretending they experienced it. If a story is recalled, the person who wrote the story really experienced it and is recalling it from memory. If a story is retold, it is a real memory like the 'recalled' stories, but written down much later after previously writing a 'recalled' story about the same events. So, recalled stories and retold stories will be fairly similar, in that they both were real experiences for the writer. Imagined stories have a more linear flow and contain more commonsense knowledge, whereas recalled stories are less connected and contain more specific concrete events. Additionally, higher levels of self reference are found in imagined stories. Between recalled and retold stories, retold stories flow significantly more linearly than recalled stories, and retold stories are significantly higher in scores for cognitive processes and positive tone.
Teacher: Now, understand the problem? If you are still confused, see the following example:
Concerts are my most favorite thing, and my boyfriend knew it. That's why, for our anniversary, he got me tickets to see my favorite artist. Not only that, but the tickets were for an outdoor show, which I love much more than being in a crowded stadium. Since he knew I was such a big fan of music, he got tickets for himself, and even a couple of my friends. He is so incredibly nice and considerate to me and what I like to do. I will always remember this event and I will always cherish him. On the day of the concert, I got ready, and he picked me up and we went out to a restaurant beforehand. He is so incredibly romantic. He knew exactly where to take me without asking. We ate, laughed, and had a wonderful dinner date before the big event. We arrived at the concert and the music was so incredibly beautiful. I loved every minute of it. My friends, boyfriend, and I all sat down next to each other. As the music was slowly dying down, I found us all getting lost just staring at the stars. It was such an incredibly unforgettable and beautiful night.
Solution: imagined
Reason: This is a good example because it really was an imagined story. The attributes that should tip you off are that the story is light on concrete events (they describe things in broad terms such as going to a restaurant and being at the stadium, but nothing specific about who was exactly where and anything specifically notable someone said or did) and heavy on references to the writer themselves and their internal feelings (they frequently repeat how much they loved it, how romantic they felt, how they cherished the night, etc). It's also very linear and structured, pointing to this being an imagined story. Additionally, the events and feelings described seem a little romanticized or idealized beyond what is usually a realistic circumstance.
Now, solve this instance: She was accepted into Rutgers U. I am relieved I can say the efforts have an endpoint. Can I say that? Every day I still wonder if she will not be able to focus...if she will get stressed and focus too intently to overcompensate and not be aware of her surroundings. It has been hell for her and for me. What is left if you choose not to use medication though I offered to go that route with her many times once she was old enough to understand things like side effects and ineffectiveness. As I think about all we did I feel sick in my stomach. The constant disciplining to form that necessary structure that her mind couldn't do easily on it's own. OMG all the words! Talking to her until I felt like passing out. "Now..now you are processing that clearly! Can you feel the reasoning come naturally now?" Her relief when she could see out of the fog, her despair when she realized she was thinking "jumbly" again; my God how we fought against the monster. She is proud of herself; she can even tell when she is "bouncy" and needs to regroup. She deserves to be proud; she never, ever gave up. We never, ever gave up. When people say, "Your daughter is just so sharp" I don't feel proud so much as I want to throw up with remembered fear and cry with relief.
Student:
|
retold
|
task854_hippocorpus_classification
|
NIv2
|
fs_opt
| 2
|
train
|
Read the given story and classify it as 'imagined', 'recalled', or 'retold'. If a story is imagined, the person who wrote the story is making it up, pretending they experienced it. If a story is recalled, the person who wrote the story really experienced it and is recalling it from memory. If a story is retold, it is a real memory like the 'recalled' stories, but written down much later after previously writing a 'recalled' story about the same events. So, recalled stories and retold stories will be fairly similar, in that they both were real experiences for the writer. Imagined stories have a more linear flow and contain more commonsense knowledge, whereas recalled stories are less connected and contain more specific concrete events. Additionally, higher levels of self reference are found in imagined stories. Between recalled and retold stories, retold stories flow significantly more linearly than recalled stories, and retold stories are significantly higher in scores for cognitive processes and positive tone.
One example: Concerts are my most favorite thing, and my boyfriend knew it. That's why, for our anniversary, he got me tickets to see my favorite artist. Not only that, but the tickets were for an outdoor show, which I love much more than being in a crowded stadium. Since he knew I was such a big fan of music, he got tickets for himself, and even a couple of my friends. He is so incredibly nice and considerate to me and what I like to do. I will always remember this event and I will always cherish him. On the day of the concert, I got ready, and he picked me up and we went out to a restaurant beforehand. He is so incredibly romantic. He knew exactly where to take me without asking. We ate, laughed, and had a wonderful dinner date before the big event. We arrived at the concert and the music was so incredibly beautiful. I loved every minute of it. My friends, boyfriend, and I all sat down next to each other. As the music was slowly dying down, I found us all getting lost just staring at the stars. It was such an incredibly unforgettable and beautiful night.
Solution is here: imagined
Explanation: This is a good example because it really was an imagined story. The attributes that should tip you off are that the story is light on concrete events (they describe things in broad terms such as going to a restaurant and being at the stadium, but nothing specific about who was exactly where and anything specifically notable someone said or did) and heavy on references to the writer themselves and their internal feelings (they frequently repeat how much they loved it, how romantic they felt, how they cherished the night, etc). It's also very linear and structured, pointing to this being an imagined story. Additionally, the events and feelings described seem a little romanticized or idealized beyond what is usually a realistic circumstance.
Now, solve this: Labor Day weekend my family and went camping with some friends. We do not get to see these friends very much because they moved to Riverside a couple years ago. It was great to be able to spend a three day weekend with them. I do miss them a lot. My kid really misses one of her best friends, their daughter. We drove up to Perris Lake from where we live in Southern California. Let me remind you that was one of the hottest weekends there this summer. I think the wind was the only thing that saved us from getting too hot. It was nice to set up our tent, enjoy the lake, and enjoy a good campfire for a couple of nights. On our last night there on Sunday, there was a magical thunderstorm. I say magical because you do not see many of them in that area of California. We got a great lighting show, We got lucky with the rain not actually hitting us. I did stay up most of the night watching this with my husband and one of our friends. We got to let the kids and us grown-ups enjoy the lake everyday. We got have to make great meals everyday. We made a campfire every night and made Smores one of those nights. I think I just enjoyed kicking back and relaxing before life got crazy with school starting that Tuesday. I was happy that we made so many memories with this camping trip. It was a great ending to the summer.
Solution:
|
retold
|
task854_hippocorpus_classification
|
NIv2
|
fs_opt
| 6
|
train
|
Read the given story and classify it as 'imagined', 'recalled', or 'retold'. If a story is imagined, the person who wrote the story is making it up, pretending they experienced it. If a story is recalled, the person who wrote the story really experienced it and is recalling it from memory. If a story is retold, it is a real memory like the 'recalled' stories, but written down much later after previously writing a 'recalled' story about the same events. So, recalled stories and retold stories will be fairly similar, in that they both were real experiences for the writer. Imagined stories have a more linear flow and contain more commonsense knowledge, whereas recalled stories are less connected and contain more specific concrete events. Additionally, higher levels of self reference are found in imagined stories. Between recalled and retold stories, retold stories flow significantly more linearly than recalled stories, and retold stories are significantly higher in scores for cognitive processes and positive tone.
Ex Input:
About four weeks ago, my wife and I realized that our lives were lacking any sort of spontaneity. It seemed like we were stuck in a rut. Then, we both remembered an online friend we had met via social media. Although we had never met in person before, we decided to meet up with them after this budding online relationship. My wife suggested that we go downtown for dinner and drinks. I messaged the person, and they said they'd love to join. Actually, it seemed like they were too enthusiastic about the meetup. This led to some high anxiety on my part, since I tend to be skeptical. I asked myself questions like "Is this invitation socially acceptable?" and "Why is this person so eager to meet us?". Luckily, my wife was able to talk out the doubt and reduce my apprehension toward the situation. So, we got ready, my wife being a little late as usual, and took a taxi downtown to meet our new friend. As we arrived to the restaurant, our new friend and us both got out of the taxis at the same time, so we had a good laugh. From then on, the night seemed to go rather smoothly. We talked about our lives and our interests, and there seemed to be a real friendship budding. After a few drinks, we decided to call it a night and exchanged more contact information. We decided that we'll see each other in a few weeks. Overall, it was great. I'm so glad my wife calmed me down. In the process, we gained a new friend and reignited our social life.
Ex Output:
imagined
Ex Input:
I was concerned about the number of times my mother had fallen recently. I was extremely nervous to be with her and watch her walk, and I was nervous to not be there and watch her walk. She fell when she was less than a foot away from me. It happened so quickly, that I had no chance to help her or slow her fall. I realized at that time that it didn't matter whether I was there or not, she was deteriorating and she would fall again. I knew that at some point, she would break a bone. That is exactly what happened. She broke a bone in her wrist when I wasn't there. I was actually quite relieved when the hospital suggested rehab. I hoped it would help strengthen her. I also hoped that the rehab center would be able to convince her to use her walker, as I had been unable to do. She worked hard at rehab and was getting stronger. She was never strong enough to go home, and she passed quietly in her sleep. I had hoped that she would be able to come home again. He had worked hard to keep everything just the way she liked things at her house.
Ex Output:
retold
Ex Input:
I went out with a group of friends to go swimming on a warm summer day. We went to a secluded creak that has a clearing to swim in. It was with a group of friends from a spiritual community that I am a part of. When went after the Sunday service and it was a small group of about 7 people. We drove in two separate cars and the drive was about 10 minutes to get to where we were going. I had some memories come up while we were there from when I was a kid and I used to go swimming with my family and groups of friends at places like these. I also felt myself withdrawing from the group a bit and not relating well. I cut my leg on a rock when I was going into the water. It made me start to obsessively worry about if it would be infected and also being mad at myself for being reckless. The water felt good in the hot weather and I got some good exercise while swimming. I put on a lot of sunscreen so I didn't get sunburned. We stayed at the place swimming and talking for about 2 hours. Then we drove back to our community and had some food and drinks. I found myself regretting not trying to connect with people more. I noticed how I was doing things to make myself feel alienated and separate from the people I was with.
Ex Output:
|
retold
|
task854_hippocorpus_classification
|
NIv2
|
fs_opt
| 1
|
train
|
Read the given story and classify it as 'imagined', 'recalled', or 'retold'. If a story is imagined, the person who wrote the story is making it up, pretending they experienced it. If a story is recalled, the person who wrote the story really experienced it and is recalling it from memory. If a story is retold, it is a real memory like the 'recalled' stories, but written down much later after previously writing a 'recalled' story about the same events. So, recalled stories and retold stories will be fairly similar, in that they both were real experiences for the writer. Imagined stories have a more linear flow and contain more commonsense knowledge, whereas recalled stories are less connected and contain more specific concrete events. Additionally, higher levels of self reference are found in imagined stories. Between recalled and retold stories, retold stories flow significantly more linearly than recalled stories, and retold stories are significantly higher in scores for cognitive processes and positive tone.
--------
Question: At the end of May 2019 myself and my family went on Vacation to the Smoky Mountains. It was the first time my children had ever been. We took them to DollyWood and my 8 year old daughter was finally able to ride the "big rides" at an amusement park. She was ecstatic! We also went to SplahCountry, which both of the kids thoroughly enjoyed. My sister and her family and my parents were also on the trip with us. We had a cabin for all of us that included an indoor pool, hot tub, game room, theater room, and a pool table. I have a nephew and 2 nieces, and all of the kids (including mine) shared a room with bunk beds. The kids had a blast. My son's favorite part was when we visited Goats on the Roof and he rode the Alpine Coaster. My daughter loved going to the Hatfield and McCoy Dinner Show. We sat in the Splash Zone and she even was called up on stage! She was very excited to be able to go up on stage. After the show we were able to purchase a copy of our show, so we will always have the memory of her being a part of it. I love being able to spend time with my family and see my children experience new things.
Answer: recalled
Question: With our upcoming wedding next year we decided to look for a home to call our own. About a month after getting engaged we decided to hire a realtor to look for a home in our area. We looked at many different houses and even put bids on a few, but kept getting rejected. It seemed like every house we were interested in had many people bidding on it. Our realtor was great and kept finding homes for us to see. My fiancé and I also kept our eye out for new homes on the market. Our parents even got involved in our search. We looked at homes that were in need of some renovations too. My fiancé is great at renovating and I have an eye out for decorating. The market was low with the amount of houses to sell and there were more people wanting to buy then houses out there. A new home came on the market and our realtor contacted us. We went to see it that evening. There were 2 other people interested in the home too. It would be the perfect house for us and only 5 minutes from our parents. We decided to bid higher than the asking price and also write a letter about how much we loved the house. Three days later we found out that we had gotten the house. It has been 2 months since we found our dream home and could not be happier.
Answer: imagined
Question: While I was in 7th grade, I had a bully. She was a heavier girl with greasy hair and clothes that were obviously hand me downs or thrift store buys. I knew that she most likely didn't have the best life, based on the way that she acted. She would constantly curse or make sex jokes or jokes about drugs, and at 13 it seemed like she was trying too hard to prove she was mature. While her life was probably a string of bad parenting mistakes and school punishments from lashing out, but it still didn't excuse her severe bullying. She would lean against her locker and glare at me as I passed by, calling out mean questions like, "Do you have a dick?" or "Why are you staring at me, you fucking lesbian?" I wasn't the only one she tormented. I would hear her lashing out at other girls, and even some of the more timid boys. Her favorite insults to hurl at the boys were often "Faggot!" or "Pussy!" Because of her aggressive behavior, she didn't have many friends but that doesn't mean that she didn't have any. Her wannabe gang was comprised of two other girls and one boy, all of which seemed to have been brought up in less than fortunate circumstances. Their crew was known for smoking pot, vandalizing, and being in detention. About 6 months ago, I finally stood up to my bully. We were in P.E. and all of the girls were in the locker room. It was mandatory to change into gym clothes before P.E. started. Everyone faced inward toward their locker, trying to block out the rest of the half naked girls. Except for my bully, who turned toward me and pulled down the elastic waistband of my gym shorts, then loudly exclaimed, "My bad, just wanted to finally see once and for all if you really did have a dick", while she laughed sarcastically. I straightened up, with my shorts still down around my knees and quietly breathed out, "We all know you just act out because you have a shitty life." The girls around me quietly giggled. My bully turned away, looking hurt. I thought she'd lash out, but the public embarrassment seemed to actually bother her.A few hours later, when we were all waiting for the buses around the back of the school, my bully came up to me. "Hey, dickwad.""...Hey." I said back."That wasn't cool, what you did before - you don't know my life, bitch.""You're right I don't know your life... but I'm just calling how everyone sees it. Why do you think everyone laughed when I said it."It seemed to dawn on her that the way she had been acting wasn't funny or cool, and was actually contributing to her loneliness. The rest of the school year, she didn't call out mean things to people passing by or get a detention so she seemed to have taken what I said to heart and actually tried to change her behavior.
Answer:
|
imagined
|
task854_hippocorpus_classification
|
NIv2
|
fs_opt
| 7
|
test
|
Read the given story and classify it as 'imagined', 'recalled', or 'retold'. If a story is imagined, the person who wrote the story is making it up, pretending they experienced it. If a story is recalled, the person who wrote the story really experienced it and is recalling it from memory. If a story is retold, it is a real memory like the 'recalled' stories, but written down much later after previously writing a 'recalled' story about the same events. So, recalled stories and retold stories will be fairly similar, in that they both were real experiences for the writer. Imagined stories have a more linear flow and contain more commonsense knowledge, whereas recalled stories are less connected and contain more specific concrete events. Additionally, higher levels of self reference are found in imagined stories. Between recalled and retold stories, retold stories flow significantly more linearly than recalled stories, and retold stories are significantly higher in scores for cognitive processes and positive tone.
One example: Concerts are my most favorite thing, and my boyfriend knew it. That's why, for our anniversary, he got me tickets to see my favorite artist. Not only that, but the tickets were for an outdoor show, which I love much more than being in a crowded stadium. Since he knew I was such a big fan of music, he got tickets for himself, and even a couple of my friends. He is so incredibly nice and considerate to me and what I like to do. I will always remember this event and I will always cherish him. On the day of the concert, I got ready, and he picked me up and we went out to a restaurant beforehand. He is so incredibly romantic. He knew exactly where to take me without asking. We ate, laughed, and had a wonderful dinner date before the big event. We arrived at the concert and the music was so incredibly beautiful. I loved every minute of it. My friends, boyfriend, and I all sat down next to each other. As the music was slowly dying down, I found us all getting lost just staring at the stars. It was such an incredibly unforgettable and beautiful night.
Solution is here: imagined
Explanation: This is a good example because it really was an imagined story. The attributes that should tip you off are that the story is light on concrete events (they describe things in broad terms such as going to a restaurant and being at the stadium, but nothing specific about who was exactly where and anything specifically notable someone said or did) and heavy on references to the writer themselves and their internal feelings (they frequently repeat how much they loved it, how romantic they felt, how they cherished the night, etc). It's also very linear and structured, pointing to this being an imagined story. Additionally, the events and feelings described seem a little romanticized or idealized beyond what is usually a realistic circumstance.
Now, solve this: I had been dating my girlfriend for 8 months when we decided that we wanted to move in together. Once we found a place of our own, I had to tell my current roommate about my intentions to move out. I gave her 7 weeks notice, which is quite a generous amount of time given the legal obligation in most states of only 30 days. She had initially received it pretty well, but left abruptly about an hour after I told her. She came back drunk in the middle of the night and proceeded to bang on my door while I was sleeping saying that we needed to talk. She then proceeded to tell me how I wasn't a good friend and how a decent person would have "given her all the time she needed to find a new roommate." Among the laundry list of disparaging comments was the insult that I was effectively screwing her over while she was attempting to extort several months rent out of me. After doing a bit of legal homework, I learned that she had no leverage against me and told her I was only obligated to give her 30 days notice. She blew up my phone with phone calls and text messages insulting and demeaning me and I haven't made direct contact with her since. I had since been staying at my girlfriend's house during the transition and when I first returned to my apartment in the following weeks I found all of my belongings that were in the shared common area had been ransacked and shoved into my room. The irony of this, was that my roommate said that she did not trust me with her belongings, but she felt she had the right to go through my things. Upon inspection, I found that all of my books were removed from the living room bookshelf and tossed onto my bed. Another time I returned to find that all of my kitchen belongings that I intended to pack up were thrown casually on the floor. Later the same night I got a text message from my former roommate saying that she expected me to clear out ASAP despite still being within the thirty day period of rent that I paid for my last month. The situation has escalated to a point where I no longer feel comfortable associating with this person face to face and have taken active measures to avoid her at all costs. The best part of the whole thing was that I was spending considerably less and less time at my apartment and she even admitted to seeing it coming, but she still didn't take active measures and acted out in this manner.
Solution:
|
recalled
|
task854_hippocorpus_classification
|
NIv2
|
fs_opt
| 6
|
validation
|
Given the task definition and input, reply with output. You are given a sentence and a question in the input. If the information provided in the sentence is enough to answer the question, label "Yes", otherwise label "No". Do not use any facts other than those provided in the sentence while labeling "Yes" or "No". There are only two types of valid responses: Yes and No.
Sentence: Next to his hat there was a picture of a rainbow that Samantha had drawn for Charlie.
Question: What did Charlie see a picture of on the table and the real thing in the sky?
|
Yes.
|
task050_multirc_answerability
|
NIv2
|
zs_opt
| 5
|
train
|
You are given a sentence and a question in the input. If the information provided in the sentence is enough to answer the question, label "Yes", otherwise label "No". Do not use any facts other than those provided in the sentence while labeling "Yes" or "No". There are only two types of valid responses: Yes and No.
[EX Q]: Sentence: Seeing that the clouds were so pretty that she wanted to take a picture of them.
Question: What did the mother do when she saw the clouds?
[EX A]: Yes.
[EX Q]: Sentence: From a mere 6,179 tourists in 1961/62, the number jumped to 491,504 in 1999/2000.
Question: How many tourists visited Kathmandu in the period 1961-62?
[EX A]: Yes.
[EX Q]: Sentence: The first gift he opened was a new pair of pants his mom had bought for him.
Question: What happened when Jon woke up?
[EX A]:
|
No.
|
task050_multirc_answerability
|
NIv2
|
fs_opt
| 6
|
train
|
Q: You are given a sentence and a question in the input. If the information provided in the sentence is enough to answer the question, label "Yes", otherwise label "No". Do not use any facts other than those provided in the sentence while labeling "Yes" or "No". There are only two types of valid responses: Yes and No.
Sentence: Eventually, the Licchavi ruler Gunakamadeva merged Koligram and Dakshin Koligram, founding the city of Kathmandu.
Question: Who is Kathmandu's historical founder?
A:
|
Yes.
|
task050_multirc_answerability
|
NIv2
|
zs_opt
| 7
|
train
|
Given the task definition, example input & output, solve the new input case.
You are given a sentence and a question in the input. If the information provided in the sentence is enough to answer the question, label "Yes", otherwise label "No". Do not use any facts other than those provided in the sentence while labeling "Yes" or "No". There are only two types of valid responses: Yes and No.
Example: Sentence: GOP leaders submitted the new offer Tuesday afternoon in an effort to appease Democrats, whose votes are needed to avert a shutdown of federal agencies, several House and Senate aides said. Question: Who has to be appeased to keep the government open?
Output: Yes.
The sentence says that "the Democrats" have to be appeased, which answers the question. So, the correct label should be "Yes".
New input case for you: Sentence: The plane hit Jim in the face.
Question: Who is Bob's best friend?
Output:
|
No.
|
task050_multirc_answerability
|
NIv2
|
fs_opt
| 1
|
train
|
You are given a sentence and a question in the input. If the information provided in the sentence is enough to answer the question, label "Yes", otherwise label "No". Do not use any facts other than those provided in the sentence while labeling "Yes" or "No". There are only two types of valid responses: Yes and No.
Ex Input:
Sentence: She put lots of butter on it.
Question: What kind of movies does Tom's father like?
Ex Output:
No.
Ex Input:
Sentence: But who are you?.
Question: What does Rock want to do?
Ex Output:
No.
Ex Input:
Sentence: I had always had fun playing in the dirt growing up, digging, throwing, building, smashing, everything, so this year for my birthday my mom and dad had bought me a gardening kit to grow my own vegetables.
Question: what did he put in the holes he dug?
Ex Output:
|
Yes.
|
task050_multirc_answerability
|
NIv2
|
fs_opt
| 1
|
train
|
Given the task definition and input, reply with output. You are given a sentence and a question in the input. If the information provided in the sentence is enough to answer the question, label "Yes", otherwise label "No". Do not use any facts other than those provided in the sentence while labeling "Yes" or "No". There are only two types of valid responses: Yes and No.
Sentence: James said he could help, but had to finish breakfast first.
Question: Who were the twins?
|
No.
|
task050_multirc_answerability
|
NIv2
|
zs_opt
| 5
|
train
|
You will be given a definition of a task first, then some input of the task.
You are given a sentence and a question in the input. If the information provided in the sentence is enough to answer the question, label "Yes", otherwise label "No". Do not use any facts other than those provided in the sentence while labeling "Yes" or "No". There are only two types of valid responses: Yes and No.
Sentence: When Bill and Sarah arrived at the park, they first played ball in the grass near the playground.
Question: What kind of sandwiches did Bill and Sarah have?
Output:
|
No.
|
task050_multirc_answerability
|
NIv2
|
zs_opt
| 1
|
train
|
You are given a sentence and a question in the input. If the information provided in the sentence is enough to answer the question, label "Yes", otherwise label "No". Do not use any facts other than those provided in the sentence while labeling "Yes" or "No". There are only two types of valid responses: Yes and No.
Let me give you an example: Sentence: GOP leaders submitted the new offer Tuesday afternoon in an effort to appease Democrats, whose votes are needed to avert a shutdown of federal agencies, several House and Senate aides said. Question: Who has to be appeased to keep the government open?
The answer to this example can be: Yes.
Here is why: The sentence says that "the Democrats" have to be appeased, which answers the question. So, the correct label should be "Yes".
OK. solve this:
Sentence: It was nice to have some friends after being so nervous earlier, and see that everything does work out in the end.
Question: Why did Matt not want to start the sixth grade?
Answer:
|
Yes.
|
task050_multirc_answerability
|
NIv2
|
fs_opt
| 8
|
train
|
You are given a sentence and a question in the input. If the information provided in the sentence is enough to answer the question, label "Yes", otherwise label "No". Do not use any facts other than those provided in the sentence while labeling "Yes" or "No". There are only two types of valid responses: Yes and No.
Sentence: The salad tree had fifteen.
Question: How many fruits did the tree that was fed chocolate AND the tree that was fed root beer have together?
No.
Sentence: He didn't even have to practice that much.
Question: Based on what John likes to do, what else do you think John would enjoy?
No.
Sentence: Finally, on the fifth hour, Albert finally finished the tree house.
Question: What did Albert choose to build?
|
Yes.
|
task050_multirc_answerability
|
NIv2
|
fs_opt
| 0
|
test
|
Detailed Instructions: You are given a sentence and a question in the input. If the information provided in the sentence is enough to answer the question, label "Yes", otherwise label "No". Do not use any facts other than those provided in the sentence while labeling "Yes" or "No". There are only two types of valid responses: Yes and No.
Problem:Sentence: She looked all around her desk, but here wasn't there.
Question: What happened to Mr. Fish in the end?
Solution:
|
No.
|
task050_multirc_answerability
|
NIv2
|
zs_opt
| 8
|
validation
|
In this task, you're given a context passage. Your job is to generate relevant questions that can be answered by directly referring to the passage.
Q: Alex took care of the children after school so that their parents could continue to work.
A:
|
What will Alex want to do next?
|
task596_mocha_question_generation
|
NIv2
|
zs_opt
| 4
|
train
|
Detailed Instructions: In this task, you're given a context passage. Your job is to generate relevant questions that can be answered by directly referring to the passage.
Q: Riley was in pain.
A:
|
How would Riley feel afterwards?
|
task596_mocha_question_generation
|
NIv2
|
zs_opt
| 9
|
train
|
In this task, you're given a context passage. Your job is to generate relevant questions that can be answered by directly referring to the passage.
Let me give you an example: Tracy slept awkwardly on their new bed and was having some pain, so Tracy cracked her neck.
The answer to this example can be: What did Tracy do with her neck?
Here is why: The question asked is relevant and can be directly answered by referring to the phrase "so Tracy cracked her neck" from the passage.
OK. solve this:
Kendall pulled Cameron's hand away from the wood chipper.
Answer:
|
What will happen to Cameron?
|
task596_mocha_question_generation
|
NIv2
|
fs_opt
| 8
|
train
|
TASK DEFINITION: In this task, you're given a context passage. Your job is to generate relevant questions that can be answered by directly referring to the passage.
PROBLEM: Riley regarded Jesse with gentle eyes before asking him out.
SOLUTION: What will happen to Jesse?
PROBLEM: Jordan wanted to tell Tracy a secret, so Jordan leaned towards Tracy.
SOLUTION: Why did Jordan do this?
PROBLEM: No one who saw his records would be likely to make any connection between Lee and the grandfather he didn't even remember . For some reason , though , Lee had needed to make his first name his own . It was simply something Lee needed to do to feel that he had his own identity . Now , there were probably only two people alive in the universe who knew his first name was actually Leland .
SOLUTION:
|
Why weren't there many people who knew his real name ?
|
task596_mocha_question_generation
|
NIv2
|
fs_opt
| 8
|
train
|
You will be given a definition of a task first, then some input of the task.
In this task, you're given a context passage. Your job is to generate relevant questions that can be answered by directly referring to the passage.
From the converse sneakers that Parker sported during the ceremony - to the Dolce & Gabbana heels Carlee wore for the ceremony ( and then changed into her pair of converse for the reception ) - to the hashbrown bar ( they celebrated their engagement by going to Waffle House ) - and finally their New Years send off ( they met NYE ) . Everything was just perfect and so thought out . CLICK HERE for their slideshow .
Output:
|
Why was there a hashbrown bar ?
|
task596_mocha_question_generation
|
NIv2
|
zs_opt
| 1
|
train
|
In this task, you're given a context passage. Your job is to generate relevant questions that can be answered by directly referring to the passage.
Quinn was playing and froliking in the snow, making snow angels and snowballs.
|
How would you describe Quinn?
|
task596_mocha_question_generation
|
NIv2
|
zs_opt
| 0
|
train
|
Detailed Instructions: In this task, you're given a context passage. Your job is to generate relevant questions that can be answered by directly referring to the passage.
Problem:Riley was ready to leave the house so she put on her hat.
Solution:
|
How would Riley feel afterwards?
|
task596_mocha_question_generation
|
NIv2
|
zs_opt
| 8
|
train
|
Teacher: In this task, you're given a context passage. Your job is to generate relevant questions that can be answered by directly referring to the passage.
Teacher: Now, understand the problem? If you are still confused, see the following example:
Tracy slept awkwardly on their new bed and was having some pain, so Tracy cracked her neck.
Solution: What did Tracy do with her neck?
Reason: The question asked is relevant and can be directly answered by referring to the phrase "so Tracy cracked her neck" from the passage.
Now, solve this instance: It was 2 days before my friend Marc's birthday. I had already bought his present, but it still needed to be wrapped. So, I went to Walgreen's, and purchased some wrapping paper. I then came back home and got the gift that I bought for Marc out. I set the gift down next to the wrapping paper. I then opened the wrapping paper, and pulled out enough paper to cover the entire gift. I used a pair of scissors to cut the paper at that length. I then put the paper on the floor, and placed the gift in the center of the paper. I then began to cover the gift with the paper, by folding each side of the paper until it was over the gift, then I would take another side and do the same, until all sides were covering the gift. I then used tape to keep all the folds neatly together. Marc's Gift was now wrapped.
Student:
|
Why did they use tape?
|
task596_mocha_question_generation
|
NIv2
|
fs_opt
| 2
|
train
|
In this task, you're given a context passage. Your job is to generate relevant questions that can be answered by directly referring to the passage.
One example is below.
Q: Tracy slept awkwardly on their new bed and was having some pain, so Tracy cracked her neck.
A: What did Tracy do with her neck?
Rationale: The question asked is relevant and can be directly answered by referring to the phrase "so Tracy cracked her neck" from the passage.
Q: Even though his parents' divorce was bad, Lee visited their mother regularly.
A:
|
How would the father feel as a result?
|
task596_mocha_question_generation
|
NIv2
|
fs_opt
| 9
|
test
|
In this task, you're given a context passage. Your job is to generate relevant questions that can be answered by directly referring to the passage.
Q: My friend was selling popcorn to raise money for the Boy Scouts. Tracy loves popcorn, and placed a large order. Tracy gave money to my friend for the popcorn.
A: What will Tracy want to do next?
****
Q: Addison waited for their friend at the mall and their friend did not arrive.
A: What will happen to Sasha?
****
Q: I quickly hid behind the tree and slight looked to see who it was . They were coming from the school building , I thought no one ever came to the back . This is a first and I felt scared . It might be those bullies or something .
A:
|
What is probably true about the narrator ?
****
|
task596_mocha_question_generation
|
NIv2
|
fs_opt
| 4
|
validation
|
Teacher: In this task, you're given five sentences, numbered 1 through 5. Your job is to generate a title for the story that makes complete sense. The title must be short, with less than three words, use simple language, and include the main topic of the story.
Teacher: Now, understand the problem? If you are still confused, see the following example:
Sentence 1: Marcus needed clothing for a business casual event. Sentence 2: All of his clothes were either too formal or too casual. Sentence 3: He decided to buy a pair of khakis. Sentence 4: The pair he bought fit him perfectly. Sentence 5: Marcus was happy to have the right clothes for the event.
Solution: Marcus Buys Khakis
Reason: Marcus's reasons for buying khakis is established, followed by his purchase of them and reaction.
Now, solve this instance: Sentence 1: We decided to surprise the kids for Christmas Eve. Sentence 2: We printed fake golden tickets. Sentence 3: We had the kids put on new Christmas pajamas. Sentence 4: We made tumblers of hot chocolate. Sentence 5: We stamped their tickets before loading into the van to look at lights.
Student:
|
Polar Expressing
|
task219_rocstories_title_answer_generation
|
NIv2
|
fs_opt
| 2
|
train
|
In this task, you're given five sentences, numbered 1 through 5. Your job is to generate a title for the story that makes complete sense. The title must be short, with less than three words, use simple language, and include the main topic of the story.
Q: Sentence 1: Tom had worked at his job for decades. Sentence 2: He decided to finally retire. Sentence 3: Everyone at work was sad to see him leave. Sentence 4: They threw him a going away party. Sentence 5: Tom had a very friendly send off.
A:
|
Retirement
|
task219_rocstories_title_answer_generation
|
NIv2
|
zs_opt
| 4
|
train
|
In this task, you're given five sentences, numbered 1 through 5. Your job is to generate a title for the story that makes complete sense. The title must be short, with less than three words, use simple language, and include the main topic of the story.
Sentence 1: Ted had printed some shirts. Sentence 2: They had a copyrighted image on them. Sentence 3: Ted was trying to sell the shirts online. Sentence 4: The image's owner saw the shirts. Sentence 5: He made Ted stop selling the shirts.
|
Stolen Image
|
task219_rocstories_title_answer_generation
|
NIv2
|
zs_opt
| 0
|
train
|
In this task, you're given five sentences, numbered 1 through 5. Your job is to generate a title for the story that makes complete sense. The title must be short, with less than three words, use simple language, and include the main topic of the story.
--------
Question: Sentence 1: Dan wanted a new tv. Sentence 2: He had been shopping for months. Sentence 3: He finally found the one he wanted. Sentence 4: He went to the store to buy it. Sentence 5: However, they were sold out.
Answer: The tv
Question: Sentence 1: I had a friend who was born in Mexico. Sentence 2: Her parents moved to the US when she was very young. Sentence 3: It took them a long time to become citizens. Sentence 4: But now they are US citizens. Sentence 5: They are all very happy to be living in the US.
Answer: Mexico
Question: Sentence 1: Jim was setting up a swingset for his daughter. Sentence 2: He was having trouble assembling the parts. Sentence 3: Jim pulled out the instructions. Sentence 4: He tried putting the swingset back together. Sentence 5: Jim was able to assemble the swing set in no time.
Answer:
|
The Swing Set
|
task219_rocstories_title_answer_generation
|
NIv2
|
fs_opt
| 7
|
train
|
Detailed Instructions: In this task, you're given five sentences, numbered 1 through 5. Your job is to generate a title for the story that makes complete sense. The title must be short, with less than three words, use simple language, and include the main topic of the story.
Q: Sentence 1: I was watching the storm yesterday. Sentence 2: You could see all the lighting bolts. Sentence 3: It was a little scary. Sentence 4: The thunder was so loud. Sentence 5: It last for a while.
A:
|
Lighting storm.
|
task219_rocstories_title_answer_generation
|
NIv2
|
zs_opt
| 9
|
train
|
TASK DEFINITION: In this task, you're given five sentences, numbered 1 through 5. Your job is to generate a title for the story that makes complete sense. The title must be short, with less than three words, use simple language, and include the main topic of the story.
PROBLEM: Sentence 1: Barry was confused as to what to wear for Halloween. Sentence 2: Barry decided he was dressed as a zebra in honor of his daughter. Sentence 3: Barry even got his face painted in the color of a zebra. Sentence 4: Barry showed his daughter the costume, and she was happy. Sentence 5: Barry was glad with his decision to dress as a zebra.
SOLUTION: Zebra costume
PROBLEM: Sentence 1: Dave stood at the penalty kick line waiting to shoot. Sentence 2: He signaled to his friend who stood near the goalie. Sentence 3: Dave kicked the ball and the goalie followed it with his eyes. Sentence 4: The friend shouted a very profane word to distract the goalie. Sentence 5: The distraction was a success and the ball went in.
SOLUTION: Winning Shot
PROBLEM: Sentence 1: Mika has big thighs and a big butt. Sentence 2: She walked into the Saturday morning meeting wearing a long T-shirt. Sentence 3: But the T-shirt stopped at thighs, covering her tight shorts. Sentence 4: Her manager stopped talking and then said, girl what are you wearing? Sentence 5: Mika was embarrassed plus her manager made her go home and change.
SOLUTION:
|
Limitless Embarrassment
|
task219_rocstories_title_answer_generation
|
NIv2
|
fs_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're given five sentences, numbered 1 through 5. Your job is to generate a title for the story that makes complete sense. The title must be short, with less than three words, use simple language, and include the main topic of the story.
Sentence 1: Marcus needed clothing for a business casual event. Sentence 2: All of his clothes were either too formal or too casual. Sentence 3: He decided to buy a pair of khakis. Sentence 4: The pair he bought fit him perfectly. Sentence 5: Marcus was happy to have the right clothes for the event.
Solution: Marcus Buys Khakis
Why? Marcus's reasons for buying khakis is established, followed by his purchase of them and reaction.
New input: Sentence 1: I lost my debit card at a gas station. Sentence 2: The next day I asked the clerk if he saw it. Sentence 3: He said that no one returned one. Sentence 4: I called Chase bank to have the card canceled. Sentence 5: Then next day at Chase Bank I was issued a new debit card.
Solution:
|
Lost Debit Card
|
task219_rocstories_title_answer_generation
|
NIv2
|
fs_opt
| 0
|
train
|
In this task, you're given five sentences, numbered 1 through 5. Your job is to generate a title for the story that makes complete sense. The title must be short, with less than three words, use simple language, and include the main topic of the story.
Ex Input:
Sentence 1: I used to wash my car every weekend. Sentence 2: Unfortunately, little incidents can cause us to change our habits. Sentence 3: I had a little accident and caused a small dent in my car one day. Sentence 4: This upset me greatly as I loved my car very much. Sentence 5: In fact, it upset me so much that I stopped washing my car.
Ex Output:
Car
Ex Input:
Sentence 1: Today was a great day. Sentence 2: We were able to purchase our very own kayaks! Sentence 3: We were anxious to test them out and get on the water. Sentence 4: We started paddling around and having a great time. Sentence 5: I will never forget the day we got our new kayaks.
Ex Output:
Our New Kayaks
Ex Input:
Sentence 1: My friend is good at playing the harp. Sentence 2: One day, I tried to play it. Sentence 3: I broke a string and panicked. Sentence 4: When he saw what I did he was not mad. Sentence 5: He told me that he breaks strings everyday.
Ex Output:
|
Harp
|
task219_rocstories_title_answer_generation
|
NIv2
|
fs_opt
| 1
|
train
|
In this task, you're given five sentences, numbered 1 through 5. Your job is to generate a title for the story that makes complete sense. The title must be short, with less than three words, use simple language, and include the main topic of the story.
Q: Sentence 1: After their first baby the Wilson's were unable to have another child. Sentence 2: They already had an 8 year old boy who desperately wanted a sibling. Sentence 3: They felt compelled to take the next step and adopt a child. Sentence 4: They adopted a Chinese toddler and became a new big family. Sentence 5: Their 8 year old was thankful and grateful for his new brother.
A:
|
The adoption
|
task219_rocstories_title_answer_generation
|
NIv2
|
zs_opt
| 4
|
test
|
instruction:
In this task, you're given five sentences, numbered 1 through 5. Your job is to generate a title for the story that makes complete sense. The title must be short, with less than three words, use simple language, and include the main topic of the story.
question:
Sentence 1: Anna agreed to a blind date. Sentence 2: She met the man for dinner. Sentence 3: She expected to dislike him. Sentence 4: But they actually got on very well! Sentence 5: Anna was very pleasantly surprised!
answer:
Dinner
question:
Sentence 1: Ken moved into a new apartment. Sentence 2: It was near a busy street. Sentence 3: The sounds kept Ken up most nights. Sentence 4: He decided to buy some ear plugs. Sentence 5: Ken was more easily able to sleep.
answer:
Loud Street
question:
Sentence 1: The bee was on the ground. Sentence 2: The boy wondered why it wasn't flying. Sentence 3: The man said it was dead. Sentence 4: The boy checked the bee. Sentence 5: The bee was still alive.
answer:
|
flying
|
task219_rocstories_title_answer_generation
|
NIv2
|
fs_opt
| 9
|
validation
|
Given the task definition, example input & output, solve the new input case.
In this task, you are given commands (in terms of logical operations) to select relevant rows from the given table. Your job is to generate a natural language interpretation of the given command.
Here are the definitions of logical operators:
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 argument 1 is greater/less than argument 2
12. diff: returns the difference between two arguments
13. filter eq/not eq: returns the subview whose values under the header column is equal/not equal to argument 3
14. filter greater/less: returns the subview whose values under the header column is greater/less than argument 3
15. filter greater eq /less eq: returns the subview whose values under the header column is greater/less or equal than argument 3
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 argument 3
18. all greater/less: returns whether all the values under the header column are greater/less than argument 3
19. all greater eq/less eq: returns whether all the values under the header column are greater/less or equal to argument 3
20. most eq/not eq: returns whether most of the values under the header column are equal/not equal to argument 3
21. most greater/less: returns whether most of the values under the header column are greater/less than argument 3
22. most greater eq/less eq: returns whether most of the values under the header column are greater/less or equal to argument 3
Example: eq { hop { nth_argmax { all_rows ; attendance ; 3 } ; competition } ; danish superliga 2005 - 06 } = true
Output: select the row whose attendance record of all rows is 3rd maximum. the competition record of this row is danish superliga 2005-06.
Here, the generated sentence interprets given logical form correctly that 3rd maximum should be selected from given table rows.
New input case for you: eq { count { filter_eq { all_rows ; tournament mvp ; sean elliott , arizona } } ; 2 } = true
Output:
|
select the rows whose tournament mvp record fuzzily matches to sean elliott , arizona . the number of such rows is 2 .
|
task110_logic2text_sentence_generation
|
NIv2
|
fs_opt
| 1
|
train
|
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 generate a natural language interpretation of the given command.
Here are the definitions of logical operators:
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 argument 1 is greater/less than argument 2
12. diff: returns the difference between two arguments
13. filter eq/not eq: returns the subview whose values under the header column is equal/not equal to argument 3
14. filter greater/less: returns the subview whose values under the header column is greater/less than argument 3
15. filter greater eq /less eq: returns the subview whose values under the header column is greater/less or equal than argument 3
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 argument 3
18. all greater/less: returns whether all the values under the header column are greater/less than argument 3
19. all greater eq/less eq: returns whether all the values under the header column are greater/less or equal to argument 3
20. most eq/not eq: returns whether most of the values under the header column are equal/not equal to argument 3
21. most greater/less: returns whether most of the values under the header column are greater/less than argument 3
22. most greater eq/less eq: returns whether most of the values under the header column are greater/less or equal to argument 3
Input: and { only { filter_eq { all_rows ; competition ; friendly match } } ; eq { hop { filter_eq { all_rows ; competition ; friendly match } ; date } ; 23 march 1993 } } = true
Output:
|
select the rows whose competition record fuzzily matches to friendly match . there is only one such row in the table . the date record of this unqiue row is 23 march 1993 .
|
task110_logic2text_sentence_generation
|
NIv2
|
zs_opt
| 3
|
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 generate a natural language interpretation of the given command.
Here are the definitions of logical operators:
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 argument 1 is greater/less than argument 2
12. diff: returns the difference between two arguments
13. filter eq/not eq: returns the subview whose values under the header column is equal/not equal to argument 3
14. filter greater/less: returns the subview whose values under the header column is greater/less than argument 3
15. filter greater eq /less eq: returns the subview whose values under the header column is greater/less or equal than argument 3
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 argument 3
18. all greater/less: returns whether all the values under the header column are greater/less than argument 3
19. all greater eq/less eq: returns whether all the values under the header column are greater/less or equal to argument 3
20. most eq/not eq: returns whether most of the values under the header column are equal/not equal to argument 3
21. most greater/less: returns whether most of the values under the header column are greater/less than argument 3
22. most greater eq/less eq: returns whether most of the values under the header column are greater/less or equal to argument 3
round_eq { sum { all_rows ; us viewers ( million ) } ; 7.9 } = true
|
the sum of the us viewers million record of all rows is 7.9 .
|
task110_logic2text_sentence_generation
|
NIv2
|
zs_opt
| 5
|
train
|
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 generate a natural language interpretation of the given command.
Here are the definitions of logical operators:
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 argument 1 is greater/less than argument 2
12. diff: returns the difference between two arguments
13. filter eq/not eq: returns the subview whose values under the header column is equal/not equal to argument 3
14. filter greater/less: returns the subview whose values under the header column is greater/less than argument 3
15. filter greater eq /less eq: returns the subview whose values under the header column is greater/less or equal than argument 3
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 argument 3
18. all greater/less: returns whether all the values under the header column are greater/less than argument 3
19. all greater eq/less eq: returns whether all the values under the header column are greater/less or equal to argument 3
20. most eq/not eq: returns whether most of the values under the header column are equal/not equal to argument 3
21. most greater/less: returns whether most of the values under the header column are greater/less than argument 3
22. most greater eq/less eq: returns whether most of the values under the header column are greater/less or equal to argument 3
round_eq { sum { all_rows ; canadian chapters } ; 48 } = true
A:
|
the sum of the canadian chapters record of all rows is 48 .
|
task110_logic2text_sentence_generation
|
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 generate a natural language interpretation of the given command.
Here are the definitions of logical operators:
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 argument 1 is greater/less than argument 2
12. diff: returns the difference between two arguments
13. filter eq/not eq: returns the subview whose values under the header column is equal/not equal to argument 3
14. filter greater/less: returns the subview whose values under the header column is greater/less than argument 3
15. filter greater eq /less eq: returns the subview whose values under the header column is greater/less or equal than argument 3
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 argument 3
18. all greater/less: returns whether all the values under the header column are greater/less than argument 3
19. all greater eq/less eq: returns whether all the values under the header column are greater/less or equal to argument 3
20. most eq/not eq: returns whether most of the values under the header column are equal/not equal to argument 3
21. most greater/less: returns whether most of the values under the header column are greater/less than argument 3
22. most greater eq/less eq: returns whether most of the values under the header column are greater/less or equal to argument 3
eq { hop { argmax { all_rows ; ratings } ; guest ( s ) } ; matt lucas } = true
select the row whose ratings record of all rows is maximum . the guest s record of this row is matt lucas .
round_eq { avg { all_rows ; crowd } ; 25000-27000 } = true
the average of the crowd record of all rows is 2500027000 .
and { only { filter_eq { all_rows ; ties ; 3 } } ; eq { hop { filter_eq { all_rows ; ties ; 3 } ; season } ; 2008 } } = true
|
select the rows whose ties record is equal to 3 . there is only one such row in the table . the season record of this unqiue row is 2008 .
|
task110_logic2text_sentence_generation
|
NIv2
|
fs_opt
| 0
|
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 generate a natural language interpretation of the given command.
Here are the definitions of logical operators:
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 argument 1 is greater/less than argument 2
12. diff: returns the difference between two arguments
13. filter eq/not eq: returns the subview whose values under the header column is equal/not equal to argument 3
14. filter greater/less: returns the subview whose values under the header column is greater/less than argument 3
15. filter greater eq /less eq: returns the subview whose values under the header column is greater/less or equal than argument 3
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 argument 3
18. all greater/less: returns whether all the values under the header column are greater/less than argument 3
19. all greater eq/less eq: returns whether all the values under the header column are greater/less or equal to argument 3
20. most eq/not eq: returns whether most of the values under the header column are equal/not equal to argument 3
21. most greater/less: returns whether most of the values under the header column are greater/less than argument 3
22. most greater eq/less eq: returns whether most of the values under the header column are greater/less or equal to argument 3
Q: round_eq { sum { all_rows ; crowd } ; 80962 } = true
A:
|
the sum of the crowd record of all rows is 80962 .
|
task110_logic2text_sentence_generation
|
NIv2
|
zs_opt
| 4
|
train
|
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 generate a natural language interpretation of the given command.
Here are the definitions of logical operators:
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 argument 1 is greater/less than argument 2
12. diff: returns the difference between two arguments
13. filter eq/not eq: returns the subview whose values under the header column is equal/not equal to argument 3
14. filter greater/less: returns the subview whose values under the header column is greater/less than argument 3
15. filter greater eq /less eq: returns the subview whose values under the header column is greater/less or equal than argument 3
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 argument 3
18. all greater/less: returns whether all the values under the header column are greater/less than argument 3
19. all greater eq/less eq: returns whether all the values under the header column are greater/less or equal to argument 3
20. most eq/not eq: returns whether most of the values under the header column are equal/not equal to argument 3
21. most greater/less: returns whether most of the values under the header column are greater/less than argument 3
22. most greater eq/less eq: returns whether most of the values under the header column are greater/less or equal to argument 3
PROBLEM: eq { hop { nth_argmin { all_rows ; time ; 2 } ; country } ; czech republic } = true
SOLUTION: select the row whose time record of all rows is 2nd minimum . the country record of this row is czech republic .
PROBLEM: eq { hop { nth_argmax { all_rows ; total elected 2001 ; 2 } ; party } ; democratic party } = true
SOLUTION: select the row whose total elected 2001 record of all rows is 2nd maximum . the party record of this row is democratic party .
PROBLEM: most_eq { all_rows ; most spoken language ; sotho } = true
SOLUTION:
|
for the most spoken language records of all rows , most of them fuzzily match to sotho .
|
task110_logic2text_sentence_generation
|
NIv2
|
fs_opt
| 8
|
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 generate a natural language interpretation of the given command.
Here are the definitions of logical operators:
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 argument 1 is greater/less than argument 2
12. diff: returns the difference between two arguments
13. filter eq/not eq: returns the subview whose values under the header column is equal/not equal to argument 3
14. filter greater/less: returns the subview whose values under the header column is greater/less than argument 3
15. filter greater eq /less eq: returns the subview whose values under the header column is greater/less or equal than argument 3
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 argument 3
18. all greater/less: returns whether all the values under the header column are greater/less than argument 3
19. all greater eq/less eq: returns whether all the values under the header column are greater/less or equal to argument 3
20. most eq/not eq: returns whether most of the values under the header column are equal/not equal to argument 3
21. most greater/less: returns whether most of the values under the header column are greater/less than argument 3
22. most greater eq/less eq: returns whether most of the values under the header column are greater/less or equal to argument 3
Example input: eq { hop { nth_argmax { all_rows ; attendance ; 3 } ; competition } ; danish superliga 2005 - 06 } = true
Example output: select the row whose attendance record of all rows is 3rd maximum. the competition record of this row is danish superliga 2005-06.
Example explanation: Here, the generated sentence interprets given logical form correctly that 3rd maximum should be selected from given table rows.
Q: eq { hop { nth_argmax { all_rows ; date ; 2 } ; tournament } ; augusta , united states } = true
A:
|
select the row whose date record of all rows is 2nd maximum . the tournament record of this row is augusta , united states .
|
task110_logic2text_sentence_generation
|
NIv2
|
fs_opt
| 3
|
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 generate a natural language interpretation of the given command.
Here are the definitions of logical operators:
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 argument 1 is greater/less than argument 2
12. diff: returns the difference between two arguments
13. filter eq/not eq: returns the subview whose values under the header column is equal/not equal to argument 3
14. filter greater/less: returns the subview whose values under the header column is greater/less than argument 3
15. filter greater eq /less eq: returns the subview whose values under the header column is greater/less or equal than argument 3
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 argument 3
18. all greater/less: returns whether all the values under the header column are greater/less than argument 3
19. all greater eq/less eq: returns whether all the values under the header column are greater/less or equal to argument 3
20. most eq/not eq: returns whether most of the values under the header column are equal/not equal to argument 3
21. most greater/less: returns whether most of the values under the header column are greater/less than argument 3
22. most greater eq/less eq: returns whether most of the values under the header column are greater/less or equal to argument 3
Teacher: Now, understand the problem? If you are still confused, see the following example:
eq { hop { nth_argmax { all_rows ; attendance ; 3 } ; competition } ; danish superliga 2005 - 06 } = true
Solution: select the row whose attendance record of all rows is 3rd maximum. the competition record of this row is danish superliga 2005-06.
Reason: Here, the generated sentence interprets given logical form correctly that 3rd maximum should be selected from given table rows.
Now, solve this instance: eq { hop { nth_argmin { all_rows ; record ; 2 } ; nationality } ; russia } = true
Student:
|
select the row whose record record of all rows is 2nd minimum . the nationality record of this row is russia .
|
task110_logic2text_sentence_generation
|
NIv2
|
fs_opt
| 2
|
test
|
You will be given a definition of a task first, then some input of the task.
In this task, you are given commands (in terms of logical operations) to select relevant rows from the given table. Your job is to generate a natural language interpretation of the given command.
Here are the definitions of logical operators:
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 argument 1 is greater/less than argument 2
12. diff: returns the difference between two arguments
13. filter eq/not eq: returns the subview whose values under the header column is equal/not equal to argument 3
14. filter greater/less: returns the subview whose values under the header column is greater/less than argument 3
15. filter greater eq /less eq: returns the subview whose values under the header column is greater/less or equal than argument 3
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 argument 3
18. all greater/less: returns whether all the values under the header column are greater/less than argument 3
19. all greater eq/less eq: returns whether all the values under the header column are greater/less or equal to argument 3
20. most eq/not eq: returns whether most of the values under the header column are equal/not equal to argument 3
21. most greater/less: returns whether most of the values under the header column are greater/less than argument 3
22. most greater eq/less eq: returns whether most of the values under the header column are greater/less or equal to argument 3
eq { count { filter_eq { all_rows ; release price ( usd ) ; 999 } } ; 2 } = true
Output:
|
select the rows whose release price usd record is equal to 999 . the number of such rows is 2 .
|
task110_logic2text_sentence_generation
|
NIv2
|
zs_opt
| 1
|
validation
|
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