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[
{
"from": "human",
"value": "Given a premise, an initial context, an original ending, and a counterfactual context, the task is to generate a new story ending aligned with the counterfactual context and as close to the original ending as possible. Each instance consists of a five-sentence story. The premise is the first sentence of a story, and the second sentence, which is the initial context, provides more information about the story's context and the story's general plot. The original ending is the last three sentences of the story. Also, a counterfactual context is a slight modification to the initial context. You should write a new story ending that edits the original story ending as little as possible to regain coherence with the counterfactual context. To sum up, you should write the last three sentences of a story based on the premise(first sentence) and the counterfactual context(second sentence) of the story.\n\nPremise: Carlos has been single for several Year's. \n Initial Context: One day Carlos and his friend Dan go to a dance club. \n Original Ending: Carlos meets a nice girl there and they exchange phone numbers. The next week they go out for a cup of coffee. Carlos hopes he has finally met someone he can love. \n Counterfactual Context: One day Carlos and his friend decided not to go to their usual dance club."
},
{
"from": "gpt",
"value": "Carlos meets a nice girl there and they exchange phone numbers. The next week they go out for a cup of coffee. Carlos hopes he has finally met someone he can love. "
}
] |
[
{
"from": "human",
"value": "Part 1. Definition\nIn this task you will be given a text passage from a trivia quiz. You should choose the category this question belongs to from these categories: History, Science, Social Science, Fine Arts, Literature. You can only choose one category, so if in doubt, please choose the closest match.\nPart 2. Example\nIn one work this author details the life of a tomb-maker who makes extra money by playing the organ at an insane asylum, while another of his novels sees Swartz give a refugee proper documentation only after he tells him his life story in the title Portuguese city. In addition to The Black Obelisk and The Night in Lisbon, he also wrote about Robert and Otto selling their auto workshop and visiting Patrice in a Swiss tuberculosis sanatorium in his novel The Three Comrades, while the turbulent life of the German surgeon Ravic is told in The Arch of Triumph. Another of his novels, The Road Back, is thought to be a sequel to his most famous book, in which the patriotic teacher Kantorek convinces Paul Bumer and his friends to join the Germany Army during World War I. For 10 points, name this German author who wrote All Quiet on the Western Front.\nAnswer: Literature\nExplanation: The text is talking about an author and their works, so it belongs to theliterature category.\nPart 3. Exercise\nThis symphony's final movement includes a collaboration between a flute and a piccolo, meant to represent an ominous bird. The composer of this symphony included a notation asking for \"the largest possible contingent of strings.\" Its second movement, marked Andante moderato, is an A-flat major landler. This symphony is intended to be played with a five-minute pause after its first movement, which re-used its composer's abandoned piece (*) Totenfeier. It calls for a mezzo-soprano voice in its fourth movement, Urlicht, and includes a setting of Das Knaben Wunderhorn. This symphony in C minor was inspired by a Klopstock poem heard at a funeral that includes the line \"Rise again, yes, rise again.\" For 10 points, name this second symphony by Gustav Mahler.\nAnswer:"
},
{
"from": "gpt",
"value": "Fine Arts"
}
] |
[
{
"from": "human",
"value": "In this task you will be given a list of integers. For every element in the list, if the element is positive you should multiply it by 2. If the element is negative you should multiply it by -3. The output should be a list of integers that is the result of applying that logic to the input list.\n Note: A list is presented with comma separated numbers inside two brackets.\n\nInput: Consider Input: [96, 55]\n\nOutput: [192, 110]\n\n\nInput: Consider Input: [-84, -84, 39, -11, 41, 42, 37, -87, -25, -47]\n\nOutput: [252, 252, 78, 33, 82, 84, 74, 261, 75, 141]\n\n\nInput: Consider Input: [24, -21, 11, 31, -86]\n\n"
},
{
"from": "gpt",
"value": "Output: [48, 63, 22, 62, 258]\n\n\n"
}
] |
[
{
"from": "human",
"value": "Part 1. Definition\nIn this task, you are given an input list A. You need to find all the elements of the list that are alphabets in the same order as they appear in the list A. Do not change their case/capitalization.\nPart 2. Example\n['238', 'h', '92', 'U', '2799']\nAnswer: h, U\nExplanation: Here, the alphabetical elements in the input list in order are 'h' and 'U'.\nPart 3. Exercise\n['4253', 'P', 'B', '6657', 'd', '7085', 'k', '2853', 'Y']\nAnswer:"
},
{
"from": "gpt",
"value": "P, B, d, k, Y"
}
] |
[
{
"from": "human",
"value": "Teacher:You need to create a question containing a blank (_), based on the given context word. Your question must contain two persons --PersonX and PersonY. The expected answer to your question must be PersonX. PersonX and PersonY should not be equally likely to fill the blank. There should be an agreed upon answer to fill in the blank. Your generations should NOT contain potentially explicit, offensive, or adult content. Do not use the names of real people (e.g., Donald Trump, Putin, etc.) in your question. Avoid repeating the same style, pattern, or phrases in each question, try to increase diversity by varying sentence structure, blank placement, etc. Your question must contain at least 15 and at most 30 words. You must utilize the given context word while writing the question. Your question must contain only one blank. Make sure that Person X and Person Y have the same gender. In your question, PersonX and PersonY should be used only ONCE and PersonX should appear earlier than PersonY.\nTeacher: Now, understand the problem? Solve this instance: Context Word: Sage.\nStudent:"
},
{
"from": "gpt",
"value": "PersonX ran out of sage, so he asked PersonY if he had any. _ did not have any to offer."
}
] |
[
{
"from": "human",
"value": "You will be given a trivia clue, and the category it belongs to. You should answer with the best answer that belongs in the category and is described by the clue. For consistency, answers should be in all lower cased letters.\nQ: Category: MAKE-UP TEST \nClue: Elle magazine touted harem, zucchini & cash as trendy eye shadow shades of this color\nA: "
},
{
"from": "gpt",
"value": "green"
}
] |
[
{
"from": "human",
"value": "In this task you will be given a list of numbers and you need to find the mean (average) of that list. The mean of a list can be found by summing every number in the list then dividing the result by the size of that list. The output should be rounded to 3 decimal places.\n--------\nQuestion: [112.141, 221.013, 75.929, -19.73, 151.257]\n\nAnswer: 108.122\n\n\nQuestion: [-31.252, 246.934, 96.512, 19.356, -50.759, 134.528, 176.914, 17.007, 171.802]\n\nAnswer: 86.782\n\n\nQuestion: [-3.07, 84.881, -71.71, 233.544, -77.459, 231.383, 71.796, 189.943, 98.833, -62.965]\n\nAnswer:"
},
{
"from": "gpt",
"value": "69.518\n\n\n"
}
] |
[
{
"from": "human",
"value": "In this task, you are given a statement spoken by a politician in natural language. Your task is to generate the subject of the discussion for the given statement. The subject generated is not necessarily a part of the given input. Your answer should contain one or more words.\n--------\nQuestion: The IRS has been specifically forbidden ... from ever actually pursuing either civil or criminal remedies for people who dont purchase health insurance.\n\nAnswer: health-care\n\n\nQuestion: \"Obama has asked for $932-million in earmarks, literally $1-million for every day that hes been in Congress.\"\n\nAnswer: federal-budget\n\n\nQuestion: Says Ronda Storms voted to fund the Taj Mahal courthouse.\n\nAnswer:"
},
{
"from": "gpt",
"value": "message-machine-2012\n\n\n"
}
] |
[
{
"from": "human",
"value": "Teacher: In this task, you are given an input list A. If the count of numbers is more than that of alphabets in the list, answer 'Numbers Win'. If the count of alphabets is more than that of numbers in the list, answer 'Alphabets Win'. If the count of numbers is same as that of alphabets in the list, answer 'Numbers and Alphabets are Tied'.\nTeacher: Now, understand the problem? If you are still confused, see the following example:\n['238', 'h', '92', 'U', '2799']\nSolution: Numbers Win\nReason: Here, the count of alphabets is 2, and that of numbers is 3. Since there are more numbers than alphabets, hence the answer is 'Numbers Win'.\n\nNow, solve this instance: ['q', '8591', '309', '3595', '4819', 'X', 'p', '2697', 'v', '5403', '3663', '1407', '3943', '6635', 'B', '6925', 'B', '269', '1881', 'g', '1363', '3721', '291', 'r', 'S', 'w', '9807', 'e', 'J', 'k', '6031', '2117', '1551', '1679']\nStudent:"
},
{
"from": "gpt",
"value": "Numbers Win"
}
] |
[
{
"from": "human",
"value": "Teacher:In this task, you're given a statement and three sentences as choices. Your job is to determine the neutral choice based on your inference from the statement and your commonsense knowledge. The neutral choice is a sentence that neither agrees nor disagrees with the statement. Indicate your answer as '1', '2', or '3', corresponding to the choice number of the selected sentence. If sentence X agrees with sentence Y, one's correctness follows from the other one. If sentence X disagrees with sentence Y, they can not be correct at the same time.\nTeacher: Now, understand the problem? Solve this instance: Statement: In 1793, when the leaders of the Revolution declared the palace a national museum, the Louvre held 630 works of art; a recent inventory listed 250,000. Choices: 1. The leaders of the Revolution declared the palace a national museum. 2. The leaders of the Revolution declared the palace a garbage dump. 3. The leaders of the Revolution declared the palace a national museum and soon 1 million people were visiting each year.\nStudent:"
},
{
"from": "gpt",
"value": "3"
}
] |
[
{
"from": "human",
"value": "You will be given two sentences. One of them is created by paraphrasing the original one, with changes on an aspect, or using synonyms. Your task is to decide what is the difference between two sentences. Types of change are explained below:\n Tense: The verbs in the sentence are changed in tense.\nNumber: Plural nouns, verbs and pronouns are changed into single ones or the other way around.\nVoice: If the verbs are in active voice, they're changed to passive or the other way around.\nAdverb: The paraphrase has one adverb or more than the original sentence.\nGender: The paraphrase differs from the original sentence in the gender of the names and pronouns.\nSynonym: Some words or phrases of the original sentence are replaced with synonym words or phrases. Changes in the names of people are also considered a synonym change. Classify your answers into Tense, Number, Voice, Adverb, Gender, and Synonym.\n\n[Q]: original sentence: It was a summer afternoon , and the dog was sitting in the middle of the lawn . After a while , it got up and moved to a spot under the tree , because it was hot . paraphrase: It is a summer afternoon , and the dog is sitting in the middle of the lawn . After a while , it gets up and moves to a spot under the tree , because it is hot .\n[A]: Tense\n\n\n[Q]: original sentence: I took the water bottle out of the backpack so that it would be handy . paraphrase: I am taking the water bottle out of the backpack so that it will be handy .\n[A]: Tense\n\n\n[Q]: original sentence: Steve follows Fred's example in everything . He admires him hugely . paraphrase: Steve closely follows Fred's example in everything . He admires him hugely .\n[A]:"
},
{
"from": "gpt",
"value": "Adverb\n\n\n"
}
] |
[
{
"from": "human",
"value": "Part 1. Definition\nIn this task, you are given an input list A. You need to find all the elements of the list that are alphabets in the same order as they appear in the list A. Do not change their case/capitalization.\nPart 2. Example\n['238', 'h', '92', 'U', '2799']\nAnswer: h, U\nExplanation: Here, the alphabetical elements in the input list in order are 'h' and 'U'.\nPart 3. Exercise\n['u', '9097', 'H', 'N', '9065', 'D', 'Y', 'S', 'f', 'L', 'G', 'G', '949', '1619', '7801', '1723', 'V', 'Q', 'V', '3083', 'l']\nAnswer:"
},
{
"from": "gpt",
"value": "u, H, N, D, Y, S, f, L, G, G, V, Q, V, l"
}
] |
[
{
"from": "human",
"value": "In this task, you are given a question. Your task is to generate an answer that is relevant to the question.\n\n[EX Q]: Do you enjoy the theater?\n[EX A]: We have season passes.\n\n[EX Q]: Do you like going on walks?\n[EX A]: I prefer jogging.\n\n[EX Q]: Would the job pay better?\n[EX A]:"
},
{
"from": "gpt",
"value": "I'm only taking a position if the pay is higher.\n\n"
}
] |
[
{
"from": "human",
"value": "Given a story, answer the question about the story. The question is the last sentence in the input. The story has one of the three following scenarios: the first is when the individual's belief matches reality, the second is when the individual's belief does not match reality, and the third is when an individual has a false belief about another individual's beliefs. The question will ask about the location of an object in the story with respect to either none or one of the three scenarios. Note that there are distractor sentences in each story that are unrelated to the question and are designed to confuse the reader.\n\nInput: Consider Input: Lucas entered the dining_room. Avery entered the dining_room. The pear is in the green_bucket. Lucas moved the pear to the red_suitcase. Where was the pear at the beginning?\n\nOutput: green_bucket\n\n\nInput: Consider Input: Oliver entered the lounge. Amelia entered the lounge. Phone rang. The eggplant is in the green_bucket. Amelia exited the lounge. Oliver moved the eggplant to the blue_envelope. Phone rang. Where does Oliver think that Amelia searches for the eggplant?\n\nOutput: green_bucket\n\n\nInput: Consider Input: Aiden entered the pantry. Jackson entered the pantry. The green_pepper is in the green_treasure_chest. Jackson exited the pantry. Aiden moved the green_pepper to the red_suitcase. Aiden exited the pantry. Phone rang. Jackson entered the pantry. Where was the green_pepper at the beginning?\n\n"
},
{
"from": "gpt",
"value": "Output: green_treasure_chest\n\n\n"
}
] |
[
{
"from": "human",
"value": "Teacher:Given an input stream, the objective of this task is to classify whether words in the stream are grammatically correct or not. The input to this task is a stream of words, possibly from captions generated by a speech-to-text engine, and the output is a classification of each word from the labels (reason) = [NO_DIFF (correct), CASE_DIFF (case error), PUNCUATION_DIFF (punctuation error), CASE_AND_PUNCUATION_DIFF (both case and punctuation error), STEM_BASED_DIFF (stem word error), DIGIT_DIFF (digit error), INTRAWORD_PUNC_DIFF (intra-word punctuation error), and UNKNOWN_TYPE_DIFF (an error that does not corrrespond to the previous categories)].\nTeacher: Now, understand the problem? Solve this instance: ['before', 'we', 'move', 'on', 'to', 'other', 'functions', \"let's\", 'also', 'take', 'the', 'partial', 'derivative', 'of', 'our', 'function', 'here', 'f', 'of', 'X', 'Y', 'or', 'the', 'partial', 'derivative', 'of', 'Z', 'with', 'respect', 'to', 'Y', 'so', \"let's\", 'now', 'do', 'it', 'in', 'magenta', 'so', 'the', 'partial', 'derivative', 'of', 'Z', 'with', 'respect', 'to', 'Y', 'well', 'now', \"we're\", 'saying', 'how', 'much', 'does', 'Z', 'change', 'with', 'respect', 'to', 'Y', 'if', 'X', 'is', '', 'constant', '', 'so', 'this', 'x', 'squared', 'we', 'treat', 'it', 'as', 'a', 'constant', 'now', 'so', 'the', 'derivative', 'of', 'a', 'constant', 'with', 'respect', 'to', 'Y', 'is', 'zero', 'so', 'you', 'ignore', '', 'it', 'now', 'this', 'XY', 'term', 'the']\nStudent:"
},
{
"from": "gpt",
"value": "['CASE_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'PUNCUATION_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'PUNCUATION_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'CASE_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'CASE_AND_PUNCUATION_DIFF', 'CASE_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'PUNCUATION_DIFF', 'CASE_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'CASE_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'CASE_AND_PUNCUATION_DIFF', 'CASE_AND_PUNCUATION_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'CASE_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'CASE_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF', 'NO_DIFF']"
}
] |
[
{
"from": "human",
"value": "You will be given a definition of a task first, then some input of the task.\nIn this task, you are given an impractical statement. You are also given three reasons (associated with \"A\", \"B\", \"C\") explaining why this statement doesn't make sense. You must choose the most corresponding reason explaining why this statement doesn't make sense.\n\na dog is taken to a pool after getting sick\n(A) the dogs get sick and the pools clean\n(B)a pool has no medical attention for animals\n(C)a dog cannot spread a pool\nOutput:"
},
{
"from": "gpt",
"value": "B"
}
] |
[
{
"from": "human",
"value": "In this task, you are given a statement spoken by a politician in natural language. Your task is to generate the subject of the discussion for the given statement. The subject generated is not necessarily a part of the given input. Your answer should contain one or more words.\n--------\nQuestion: Weve had the lowest health care inflation in history because of Obamacare.\n\nAnswer: economy\n\n\nQuestion: Says Newt Gingrich is responsible for the gridlocked politics of Washington.\n\nAnswer: bipartisanship\n\n\nQuestion: \"Average families are spending roughly $2,000 more a year on energy costs. ... It's like a $2,000 energy tax in just the last seven years, more than three times what the typical American family received from the Bush tax cuts.\"\n\nAnswer:"
},
{
"from": "gpt",
"value": "energy\n\n\n"
}
] |
[
{
"from": "human",
"value": "Given the task definition and input, reply with output. In this task, based on the given context word, you are asked to create a pair of sentences each containing a blank (_). The sentence pair should look similar and should be about two different persons (PersonX and PersonY). Additionally, the two sentences must be different in terms of trigger words (e.g., \"sympathetic\" and \"stern\") which express contrasting attributes about the two persons. The answer to the first and the second sentence must be PersonX and PersonY, respectively. PersonX and PersonY should not be equally likely to fill the blank. For each sentence, there should be an agreed upon answer to fill in the blank. Your generations should NOT contain potentially explicit, offensive, or adult content. Do not use the names of real people (e.g., Donald Trump, Putin, etc.) in your sentences. Avoid repeating the same style or phrase in twin sentences e.g., a contrasting sentence can always be created using simple negation i.e. by adding not, never, etc. Instead, try to increase diversity. Both twin sentences must contain at least 15 and at most 30 words. Twin sentences must have at least 70% overlapping words. You must utilize the given context word while writing the twin sentences. Each of the twin sentences must contain only one blank. Make sure that PersonX and PersonY have the same gender. In each sentence, PersonX and PersonY should be used only ONCE and PersonX should appear earlier than PersonY.\n\nContext Word: chilli.\n"
},
{
"from": "gpt",
"value": "Sentence 1: Eating foods with chilli made PersonX very happy but not PersonY because _ liked their food very spicy. \nSentence 2: Eating foods with chilli made PersonX very happy but not PersonY because _ liked their food very mild."
}
] |
[
{
"from": "human",
"value": "In this task, you are given an input list. A list contains several comma-separated items written within brackets. You need to return the count of all the alphabetical elements in the given list. Return 0 if no alphabetical element in the list\n\n['A', '2849', 'Q', '1899', '2807', 'w', 'J', 'i', 'Z', '3433', 'C']\n7\n\n['O', 'N', 'w', '8951', '8429', 'Q', 'C', 'Y', '8667', 'o', 'n', 'j', 'D', 'n', '2123', 'q', '5805', 't', '6395', 'x', '6549', 'O']\n15\n\n['1155', '6337', '1903', 'i', '175', '8725', '249', 'h', 'X', '3577', 'h', '7587', '6385', '7847', '2173', 'r', '8841', 'f', '5573', '8875', 'B', '8915', '2629', '8391', 'D', 'u', '2947', '5269', '2909', '4935', '9903', 'Y', '8699', 'B', '6967', '3337']\n"
},
{
"from": "gpt",
"value": "11\n\n"
}
] |
[
{
"from": "human",
"value": "You will be given a definition of a task first, then some input of the task.\nGiven a sentence in English language, translate the sentence to Somali language keeping the meaning of the original sentence intact\n\nEnglish sentence: Sheekh Shaakir ayaa meesha ka saaray warar ku aadan in Madaxweyne Farmaajo uu ka dalbaday in ciidamada Ahlu Sunna hub ka dhigis ay sameeyaan, balse wuxuu sheegay in arimahaasi aanan la isku soo hadal qaadin xitaa.\nOutput:"
},
{
"from": "gpt",
"value": "Wuxuu ka dhawaajiyey in dhawr jeer oo waraaqo looga soo jawaabi waayey kadib in si cad loogu sheegay inaysan dowladda Soomaaliya fasax u siin inay lacagaha loogu deeqayo abaaraha wax ka siiso Maamulka Ahlu Sunna ee Gobolada dhexe."
}
] |
[
{
"from": "human",
"value": "Definition: In this task, you're given a statement, and three sentences as choices. Your job is to determine which sentence clearly disagrees with the statement. Indicate your answer as '1', '2', or '3' corresponding to the choice number of the selected sentence.\nInput: Statement: Here begin the souqs (the traditional markets) and your first taste of the old Jerusalem with its narrow, cramped alleys, dimly lit by bare bulbs, bustling with exotically-dressed peoples of many nationalities. Choices: 1. People of many nationalities frequent the souqs because they enjoy the ambiance. 2. The souqs are bustling with exotically-dressed peoples of many nationalities. 3. The traditional markets, called souqs, are wide open spaces that are brightly lit.\nOutput:"
},
{
"from": "gpt",
"value": "3"
}
] |
[
{
"from": "human",
"value": "Given an object and a part, decide whether the object has that part. For example if you are asked 'gun has barrel?', you need to decide if a gun has a barrel as one of its components or parts, indicating 1 or 0 as your answer respectively. All sentences strictly follow the template 'object has part?.'\n--------\nQuestion: stereo has peg?\n\nAnswer: 0\n\n\nQuestion: birch has bark?\n\nAnswer: 1\n\n\nQuestion: robin has beak?\n\nAnswer:"
},
{
"from": "gpt",
"value": "1\n\n\n"
}
] |
[
{
"from": "human",
"value": "In this task, you will be shown a short story with a beginning, two potential middles, and an ending. Your job is to choose the middle statement that makes the story incoherent / implausible by indicating 1 or 2 in the output. If both sentences are plausible, pick the one that makes less sense.\n\nExample input: Beginning: Butch had a really old computer. Middle 1: Butch decided to order a new computer online. Middle 2: Butch noticed that a storm was approaching to his town. Ending: It arrived and Butch was much happier.\nExample output: 2\nExample explanation: People generally don't feel happy about natural disasters like storms. Therefore, we choose 2 in this case.\nQ: Beginning: Amber was still tired when she woke up Middle 1: because she went to bed too early. Middle 2: because she went to bed too later. Ending: she ended up being over ten minutes late\nA:"
},
{
"from": "gpt",
"value": "1"
}
] |
[
{
"from": "human",
"value": "Detailed Instructions: Generate a correct and concise answer for the question based on the words in the context.\nProblem:Context : Come Dine with Me is a popular Channel 4 television programme shown in the United Kingdom. \nQuestion : Which network broadcasted Come Dine with Me?\nSolution:"
},
{
"from": "gpt",
"value": "Channel 4"
}
] |
[
{
"from": "human",
"value": "Part 1. Definition\nGiven a part of privacy policy text, identify the type of personal information which is collected, used, tracked or retained. The type of information should be present inside the given policy text, answer as 'Not Specified' otherwise\nPart 2. Example\nThe site collects your cookies or tracking elements for a basic service or feature. Collection happens in an unspecified way, and your data is aggregated or anonymized.\nAnswer: Cookies and tracking elements\nExplanation: The type of user information collected is clearly stated in the given policy text as 'cookies or tracking elements'\nPart 3. Exercise\nAnother part of the company or institution does receive unspecified information about you for analytics or research.\nAnswer:"
},
{
"from": "gpt",
"value": "Unspecified"
}
] |
[
{
"from": "human",
"value": "You will be given a definition of a task first, then some input of the task.\nA question that is free of any grammatical or logcal errors, should be labeled 'yes', otherwise it should be indicated as 'no'. A question is grammatically correct if all its entities i.e. nouns, verbs, adjectives, prepositions, pronouns, adverbs are at appropriate position. A question is logically correct if the semantic makes sense.\n\nSentence: Our investigation has uncovered no credible evidence that any person in the United States gave the hijackers substantial financial assistance. \nQuestion: How long did the investigation span?\nOutput:"
},
{
"from": "gpt",
"value": "Yes."
}
] |
[
{
"from": "human",
"value": "In this task, you're given a pair of sentences, sentence 1 and sentence 2, that neither agree with nor contradict each other. Your job is to alter sentence 2 so that the pair clearly contradict each other. Generated sentences must be short, with less than 15 words. New information can be introduced. Avoid using pronouns to confuse the subject of the sentence.\nQ: Sentence 1: A person in a purple hoodie and straw hat painting a dockside scene. Sentence 2: The man paints a picture.\nA: "
},
{
"from": "gpt",
"value": "The person is painting a scene."
}
] |
[
{
"from": "human",
"value": "Detailed Instructions: In this task, you need to reverse the order of words in the given sentence.\nProblem:Sentence: a store with a lot of bears in the windows called bear it in mind\nSolution:"
},
{
"from": "gpt",
"value": "mind in it bear called windows the in bears of lot a with store a"
}
] |
[
{
"from": "human",
"value": "Detailed Instructions: You will be given a person's personality, and a history of a conversation this person has had. You will be given four candidate sentences to complete the conversation, based on the context. Choose one and answer with the text.\nQ: Personality: I've one sister.\nI work in the pharmaceutical industry.\nI love dogs, especially labradors.\nI was born in San Francisco.\nChat history: -Hello. How are you today?\n -I am great! How are you?\n -I am great too. Where are you from?\n -I am from California, but just moved to Florida. What about you?\n -I'm from California too San Francisco!\n -Love it there! I was a nurse when I lived there.\n -Maybe I know you since I sell pharmaceuticals.\n -Maybe, now I do cartography instead in Florida.\nCandidates 1) Yeah I used to drive tanks, now I have been driving around in a prius. 2) That's brave of you. Both my arms are covered in tatts, need new spot. 3) I'm well, it is a lovely morning here, though it is getting a little chilly. 4) Do you have any pets?\nA:"
},
{
"from": "gpt",
"value": "Do you have any pets?"
}
] |
[
{
"from": "human",
"value": "Detailed Instructions: You are supposed to identify the category of a high-school level math question. There are five possible categories (1) algebra (2) arithmetic (3) measurement (4) numbers, and (5) probability. Use the following guidelines: (1) 'algebra' questions will typically contain letter variables and will ask you to find the value of a variable (2) 'arithmetic' questions will ask the sum, difference, multiplication, division, power, square root or value of expressions involving brackets (3) 'measurement' questions are questions that ask to convert a quantity from some unit to some other unit (4) 'numbers' questions will be about bases, remainders, divisors, GCD, LCM etc. (5) 'probability' questions will ask about the probability of the occurrence of something. A question must belong to only one category.\nQ: What is 149.7984 years in centuries?\nA:"
},
{
"from": "gpt",
"value": "measurement"
}
] |
[
{
"from": "human",
"value": "Detailed Instructions: This task involves creating answers to complex questions, from a given passage. Answering these questions, typically involve understanding multiple sentences. Make sure that your answer has the same type as the \"answer type\" mentioned in input. The provided \"answer type\" can be of any of the following types: \"span\", \"date\", \"number\". A \"span\" answer is a continuous phrase taken directly from the passage or question. You can directly copy-paste the text from the passage or the question for span type answers. If you find multiple spans, please add them all as a comma separated list. Please restrict each span to five words. A \"number\" type answer can include a digit specifying an actual value. For \"date\" type answers, use DD MM YYYY format e.g. 11 Jan 1992. If full date is not available in the passage you can write partial date such as 1992 or Jan 1992. If you find multiple spans, please add them all as a comma separated list. Please restrict each span to five words.\nQ: Passage: The 2010 United States Census reported that Lassen County had a population of 34,895. The racial makeup of Lassen County was 25,532 (73.2%) White (U.S. Census), 2,834 (8.1%) African American (U.S. Census), 1,234 (3.5%) Native American (U.S. Census), 356 (1.0%) Asian (U.S. Census), 165 (0.5%) Pacific Islander (U.S. Census), 3,562 (10.2%) from Race (United States Census), and 1,212 (3.5%) from two or more races. Hispanic (U.S. Census) or Latino (U.S. Census) of any race were 6,117 persons (17.5%). \nQuestion: How many more people were White than African American? \nAnswer type: Number \nA:"
},
{
"from": "gpt",
"value": "22698."
}
] |
[
{
"from": "human",
"value": "Definition: This task is about identifying the subject of a given sentence. The subject of a sentence is the person, place, or thing that is performing the action of the sentence. The subject represents what or whom the sentence is about. Each sentence in this task is guaranteed to contain a single subject. The input is a sentence and the output is the identified subject of that sentence.\nInput: A.C. Lumezzane is in the Lega Pro/A league.\nOutput:"
},
{
"from": "gpt",
"value": "A.C. Lumezzane"
}
] |
[
{
"from": "human",
"value": "In this task, you're given a story (which contains five sentences only). Your task is to find all the characters which are available in the given story.\nQ: Sentence1: My friend Joe has a son, 16. Sentence2: When his son was 13 he told his dad there was no summer reading. Sentence3: Joe believed his son. Sentence4: I went online and found the school did have summer reading. Sentence5: Joe told his son to do the reading, plus one book.\nA: "
},
{
"from": "gpt",
"value": "I (myself), Son, Joe"
}
] |
[
{
"from": "human",
"value": "Given the task definition, example input & output, solve the new input case.\nIn this task, you need to reverse the order of words in the given sentence.\nExample: Sentence: luggage surrounds a vehicle in an underground parking area\nOutput: area parking underground an in vehicle a surrounds luggage\nThis is a correct answer, as it correctly reverses the order of the words.\n\nNew input case for you: Sentence: a red table filled with sea shells and a smart phone\nOutput:"
},
{
"from": "gpt",
"value": "phone smart a and shells sea with filled table red a"
}
] |
[
{
"from": "human",
"value": "Detailed Instructions: In this task, you are presented with a term, a description of the term, and an expected answer ('yes' or 'no'). You should write a yes-no question about the given term such that the answer is the one provided to you (i.e., If the answer is \"No\", you should ask a question that its answer would be \"No\", and if the answer is \"Yes\", you should ask a question that its answer is \"Yes\". ). The question should have a definitive answer (as opposed to ambiguous or subjective questions, e.g., Is Batman a good movie?). Create a question such that its answer can not be found easily on a single web page (e.g., mentioned in a Wikipedia page). This can be accomplished if answering the question requires more than one fact (facts = statements that can be found on a Wikipedia page or Google). For example, answering the question 'did Aristotle use a laptop?', one needs the know about the invention of the laptop and the death of Aristotle. Avoid questions should not just compare the properties of objects (e.g., Is a door bigger than an elephant?) or those that refer to details in the given description.\nProblem:Term: Binary number, Description: system that represents numeric values using two symbols; 0 and 1, Answer:No\nSolution:"
},
{
"from": "gpt",
"value": "Can binary numbers and standard alphabet satisfy criteria for a strong password?"
}
] |
[
{
"from": "human",
"value": "Teacher:In this task, you are given a statement spoken by a politician in natural language and the subject of the discussion for the given statement. Your task is to determine if the given subject of the discussion is correct for the given statement. The subject can be multiple words. Answer with \"True\" if it's the correct subject of discussion or return \"False\" if it's incorrect.\nTeacher: Now, understand the problem? Solve this instance: Statement: Over half of the foreign-born population in Rhode Island is white. \n Subject: economy\nStudent:"
},
{
"from": "gpt",
"value": "False"
}
] |
[
{
"from": "human",
"value": "Given the task definition, example input & output, solve the new input case.\nIn this task, you're given a pair of sentences, sentence 1 and sentence 2, that agree with each other. Your job is to alter sentence 2 so that the pair neither agree nor contradict each other. Generated sentences must be short, with less than 15 words. New information can be introduced. Avoid using pronouns to confuse the subject of the sentence.\nExample: Sentence 1: Jon saw his friend Tom coming out of the grocery store with a bag of fruit. Sentence 2: Tom had been shopping in the store.\nOutput: Tom had been shopping for fruit to give Jon.\nThe given sentence is a good alteration. If the changed sentence was something like: \"Tom had been sleeping in his house in that time\", it'd contradict the first sentence. But this given sentence neither agrees with the first sentence, nor contradicts it.\n\nNew input case for you: Sentence 1: A man with glasses reading in a folder to two people. Sentence 2: A man is saying words to a couple of people.\nOutput:"
},
{
"from": "gpt",
"value": "A doctor is reading some lab results to a couple."
}
] |
[
{
"from": "human",
"value": "Teacher: In this task, you are given text for US Congressional and California state bills, your task is to generate a summary for this bill.\nTeacher: Now, understand the problem? If you are still confused, see the following example:\nSECTION 1. LIABILITY OF BUSINESS ENTITIES PROVIDING USE OF FACILITIES \n TO NONPROFIT ORGANIZATIONS.\n\n (a) Definitions.--In this section:\n (1) Business entity.--The term ``business entity'' means a \n firm, corporation, association, partnership, consortium, joint \n venture, or other form of enterprise.\n (2) Facility.--The term ``facility'' means any real \n property, including any building, improvement, or appurtenance.\n (3) Gross negligence.--The term ``gross negligence'' means \n voluntary and conscious conduct by a person with knowledge (at \n the time of the conduct) that the conduct is likely to be \n harmful to the health or well-being of another person.\n (4) Intentional misconduct.--The term ``intentional \n misconduct'' means conduct by a person with knowledge (at the \n time of the conduct) that the conduct is harmful to the health \n or well-being of another person.\n (5) Nonprofit organization.--The term ``nonprofit \n organization'' means--\n (A) any organization described in section 501(c)(3) \n of the Internal Revenue Code of 1986 and exempt from \n tax under section 501(a) of such Code; or\n (B) any not-for-profit organization organized and \n conducted for public benefit and operated primarily for \n charitable, civic, educational, religious, welfare, or \n health purposes.\n (6) State.--The term ``State'' means each of the several \n States, the District of Columbia, the Commonwealth of Puerto \n Rico, the Virgin Islands, Guam, American Samoa, the Northern \n Mariana Islands, any other territory or possession of the \n United States, or any political subdivision of any such State, \n territory, or possession.\n (b) Limitation on Liability.--\n (1) In general.--Subject to subsection (c), a business \n entity shall not be subject to civil liability relating to any \n injury or death occurring at a facility of the business entity \n in connection with a use of such facility by a nonprofit \n organization if--\n (A) the use occurs outside of the scope of business \n of the business entity;\n (B) such injury or death occurs during a period \n that such facility is used by the nonprofit \n organization; and\n (C) the business entity authorized the use of such \n facility by the nonprofit organization.\n (2) Application.--This subsection shall apply--\n (A) with respect to civil liability under Federal \n and State law; and\n (B) regardless of whether a nonprofit organization \n pays for the use of a facility.\n (c) Exception for Liability.--Subsection (b) shall not apply to an \ninjury or death that results from an act or omission of a business \nentity that constitutes gross negligence or intentional misconduct, \nincluding any misconduct that--\n (1) constitutes a crime of violence (as that term is \n defined in section 16 of title 18, United States Code) or act \n of international terrorism (as that term is defined in section \n 2331 of title 18) for which the defendant has been convicted in \n any court;\n (2) constitutes a hate crime (as that term is used in the \n Hate Crime Statistics Act (28 U.S.C. 534 note));\n (3) involves a sexual offense, as defined by applicable \n State law, for which the defendant has been convicted in any \n court; or\n (4) involves misconduct for which the defendant has been \n found to have violated a Federal or State civil rights law.\n (d) Superseding Provision.--\n (1) In general.--Subject to paragraph (2) and subsection \n (e), this Act preempts the laws of any State to the extent that \n such laws are inconsistent with this Act, except that this Act \n shall not preempt any State law that provides additional \n protection from liability for a business entity for an injury \n or death with respect to which conditions under subparagraphs \n (A) through (C) of subsection (b)(1) apply.\n (2) Limitation.--Nothing in this Act shall be construed to \n supersede any Federal or State health or safety law.\n (e) Election of State Regarding Nonapplicability.--This Act shall \nnot apply to any civil action in a State court against a business \nentity in which all parties are citizens of the State if such State \nenacts a statute--\n (1) citing the authority of this subsection;\n (2) declaring the election of such State that this Act \n shall not apply to such civil action in the State; and\n (3) containing no other provision.\nSolution: Shields a business entity from civil liability relating to any injury or death occurring at a facility of that entity in connection with a use of such facility by a nonprofit organization if: (1) the use occurs outside the scope of business of the business entity; (2) such injury or death occurs during a period that such facility is used by such organization; and (3) the business entity authorized the use of such facility by the organization. \nMakes this Act inapplicable to an injury or death that results from an act or omission of a business entity that constitutes gross negligence or intentional misconduct, including misconduct that: (1) constitutes a hate crime or a crime of violence or act of international terrorism for which the defendant has been convicted in any court; or (2) involves a sexual offense for which the defendant has been convicted in any court or misconduct for which the defendant has been found to have violated a Federal or State civil rights law. \nPreempts State laws to the extent that such laws are inconsistent with this Act, except State law that provides additional protection from liability. Specifies that this Act shall not be construed to supersede any Federal or State health or safety law. \nMakes this Act inapplicable to any civil action in a State court against a business entity in which all parties are citizens of the State if such State, citing this Act's authority and containing no other provision, enacts a statute declaring the State's election that this Act shall not apply to such action in the State.\nReason: This Bill focuses on shielding business entities from civil liability relating to an injury or death depending on the conditions of injury, hence the generated summary is correct.\n\nNow, solve this instance: SECTION 1. SHORT TITLE.\n\n This Act may be cited as the ``Filipino Veterans of World War II \nCongressional Gold Medal Act''.\n\nSEC. 2. FINDINGS.\n\n Congress makes the following findings:\n (1) President Franklin Delano Roosevelt issued an order \n commissioning around 250,000 troops from the Philippines into \n active service for the United States during World War II.\n (2) The United States War Department immediately formed the \n United States Armed Forces in the Far East (USAFFE). The unit \n was made up of the United States-Philippine Military Forces of \n the Commonwealth Army, Guerrilla Units, New Philippine Scout.\n (3) The Filipino Infantry Regiment, was mostly composed of \n first-generation immigrants living along the Pacific Coast, who \n volunteered after the Japanese attack on Pearl Harbor in 1941, \n later many second-generation Filipino-American soldiers joined \n the Regiment from Hawaii.\n (4) The Philippine Scout units and the New Philippine \n Scouts were directly recruited by the United States Army for \n the war effort.\n (5) Under extremely severe occupation policies imposed by \n the Japanese, it was the anti-Japanese resistance movement that \n drew more and more Filipinos to its side and through 1943 many \n of these anti-Japanese guerrillas recovered or newly \n established liaisons with the United States Army Command of the \n Southwest Pacific Area and placed themselves under the command \n of General Douglas MacArthur.\n (6) These Filipino soldiers responded to President \n Roosevelt's call-to-arms and later fought under the American \n flag during World War II.\n (7) After the Japanese invasion in December 1941, Filipino \n and American troops literally shared the same fate at Bataan, \n Corregidor, and the ``Death March''.\n (8) Many made the ultimate sacrifice as both soldiers in \n the United States Armed Forces in the Far East and as guerilla \n fighters during the Imperial Japanese occupation of the \n Philippines.\n (9) These troops had served under the expectation that they \n would be treated as United States military servicemembers.\n (10) The Rescission Act of 1946 later passed, which stated \n that Filipino forces would not be deemed to have been active \n military.\n (11) Congress recognizes the courage and bravery of the \n Filipino and Filipino American servicemen and servicewomen who \n have fought alongside and in the United States Armed Forces.\n (12) The United States remains forever indebted to the \n bravery, valor, and dedication to country these men displayed.\n (13) Their commitment and sacrifice demonstrates a highly \n uncommon and commendable sense of patriotism and honor.\n\nSEC. 3. CONGRESSIONAL GOLD MEDAL.\n\n (a) Award Authorized.--The Speaker of the House of Representatives \nand the President pro tempore of the Senate shall make appropriate \narrangements for the award, on behalf of the Congress, of a single gold \nmedal of appropriate design to the Filipino Veterans of World War II, \ncollectively in recognition of their dedicated service during World War \nII.\n (b) Design and Striking.--For the purposes of the award referred to \nin subsection (a), the Secretary of the Treasury (hereafter in this Act \nreferred to as the ``Secretary'') shall strike the gold medal with \nsuitable emblems, devices, and inscriptions, to be determined by the \nSecretary.\n (c) Smithsonian Institution.--\n (1) In general.--Following the award of the gold medal in \n honor of the Filipino Veterans of World War II under subsection \n (a), the gold medal shall be given to the Smithsonian \n Institution, where it will be displayed as appropriate and made \n available for research.\n (2) Sense of congress.--It is the sense of Congress that \n the Smithsonian Institution should make the gold medal received \n under paragraph (1) available for display elsewhere, \n particularly at other appropriate locations associated with the \n Filipino Veterans of World War II.\n\nSEC. 4. DUPLICATE MEDALS.\n\n Under such regulations as the Secretary may prescribe, the \nSecretary may strike and sell duplicates in bronze of the gold medal \nstruck under section 3, at a price sufficient to cover the costs of the \nmedals, including labor, materials, dies, use of machinery, and \noverhead expenses.\n\nSEC. 5. STATUS OF MEDALS.\n\n (a) National Medals.--Medals struck pursuant to this Act are \nnational medals for purposes of chapter 51 of title 31, United States \nCode.\n (b) Numismatic Items.--For purposes of section 5134 of title 31, \nUnited States Code, all medals struck under this Act shall be \nconsidered to be numismatic items.\n\nSEC. 6. AUTHORIZATION OF APPROPRIATIONS; PROCEEDS OF SALE.\n\n (a) Authorization of Appropriations.--There is authorized to be \ncharged against the United States Mint Public Enterprise Fund, an \namount not to exceed $30,000 to pay for the cost of the medal \nauthorized under section 3.\n (b) Proceeds of the Sale.--Amounts received from the sale of \nduplicate bronze medals under section 4 shall be deposited in the \nUnited States Mint Public Enterprise Fund.\n\nSEC. 7. DEFINITION.\n\n For purposes of this Act, the term ``Filipino Veterans of World War \nII'' shall apply to anyone who served honorably--\n (1) in an active-duty status under the command of the \n United States Armed Forces in the Far East; or\n (2) within the Philippine Army, the Philippine Scouts, or \n recognized guerrilla units, at any time during the period \n beginning September 1, 1939, and ending December 31, 1946.\nStudent:"
},
{
"from": "gpt",
"value": "Filipino Veterans of World War II Congressional Gold Medal Act - Directs the Speaker of the House of Representatives and the President pro tempore of the Senate to make arrangements for the award, on behalf of Congress, of a single gold medal collectively to the Filipino Veterans of World War II (Veterans) in recognition of their dedicated service during such War. States that such medal shall be given to the Smithsonian Institution (Smithsonian) for display. Expresses the sense of Congress that the Smithsonian should make the medal available for display elsewhere, particularly at locations associated with the Veterans."
}
] |
[
{
"from": "human",
"value": "You will be given a definition of a task first, then some input of the task.\nIn this task you will be given a list of integers. A list contains numbers separated by a comma. You need to round every integer to the closest power of 2. A power of 2 is a number in the form '2^n', it is a number that is the result of multiplying by 2 n times. The following are all powers of 2, '2, 4, 8, 16, 32, 64, 128, 256, 512, 1024, 2048, 4096'. If an integer is exactly in equally far from two different powers of 2 then you should output the larger power of 2. The output should be a list of integers that is the result of rounding each integer int the input list to the closest power of 2. The output should include a '[' to denote the start of the output list and ']' to denote the end of the output list.\n\n[152, 1128, 1092, 3002, 19, 84, 2]\nOutput:"
},
{
"from": "gpt",
"value": "[128, 1024, 1024, 2048, 16, 64, 2]"
}
] |
[
{
"from": "human",
"value": "Detailed Instructions: Given a passage with a question and an answer to that question, classify if the answer actually answers the question into 'yes' or 'no'. Output 'yes' if the answer answers the question and output 'no' if the answer does not answer the question.\nProblem:Question: Is aortic valve calcification mediated by a differential response of aortic valve interstitial cells to inflammation?\nAnswer: Proinflammatory stimulation induces an osteogenic phenotype in aortic VICs but not mitral, pulmonic, or tricuspid VICs. We conclude that this differential osteogenic response of aortic VICs contributes to the pathogenesis of calcific aortic stenosis.\nSolution:"
},
{
"from": "gpt",
"value": "yes"
}
] |
[
{
"from": "human",
"value": "You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.\nIn this task, you are given a text from tweets. Your task is to classify given tweet text into two categories: 1) positive, and 2) negative based on its content.\n\n@justinchuan Awww! I was thinking about you lot up there! Glad you enjoyed it\nSolution: positive\nWhy? There is an expression of happiness in this tweet text, hence we can say it's positive.\n\nNew input: Well tomorrow is the big day..my bday! not sure what i am doing except working \nSolution:"
},
{
"from": "gpt",
"value": "negative"
}
] |
[
{
"from": "human",
"value": "In this task, you are given a text from a social media post. Your task is to classify the given post into two categories: 1) yes if the given post is intentionally offensive, 2) no, otherwise. Also, generate label 'no' for offensive statements that appear to be unintentional, or non-offensive statements that are underhandedly offensive. Warning: the examples and instances may contain offensive language.\n\nQ: RT @_Ezzzylove: She a bad bitch, let's get to it right away .\n\nA: No\n****\nQ: RT @CaNdY_n_VoDkA: -Not every nigga is pressed for pussy.......specially yours.\n\nA: Yes\n****\nQ: This world needs a build a bitch workshop\n\nA:"
},
{
"from": "gpt",
"value": "Yes\n****\n"
}
] |
[
{
"from": "human",
"value": "In this task you will be given a text passage from a trivia quiz. You should choose the category this question belongs to from these categories: History, Science, Social Science, Fine Arts, Literature. You can only choose one category, so if in doubt, please choose the closest match.\n\nEx Input:\nIn the form of Nicippe, the priestess of a grove at Dotium, this figure threw the curse of perpetual hunger upon the man who tried to chop down her grove, Erysichthon. With the titan Iasius she produced the children Philomelus and Ploutus. In another story, she assumes the form of the old woman Doso and her (*) sadness is alleviated somewhat by the jokes of Iambe, after which she bathes a baby boy in fire every night in order to burn away his mortality. This stay in the house of Demophoon' parents is described in the Homeric hymn to this figure which describes the foundation of the Eleusinian mysteries. For 10 points, name this Greek goddess who gave Triptolemus a plow and some other agricultural tools, and who was the mother of Persephone.\n\nEx Output:\nSocial Science\n\n\nEx Input:\nDuring his time at Harvard with Marcel Breuer he expanded on the ideas set forth in his 1932 manifesto, a collaborative effort with Henry Russell-Hitchcock. At home around museums, he designed the art gallery at Dumbarton Oaks and the sculpture garden at the Museum of Modern Art. After 1967, the buildings he and his partner John Burgee worked on, including International Place in Boston, the Dade County Cultural Center, and the Crystal Cathedral in California, began to challenge his earlier principles. But he is more famous for the work he did under the influence of Mies van der Rohe such as the AT&T Headquarters and the Glass House in New Canaan. FTP, identify this American exponent of the International Style and designer of the Seagram Building.\n\nEx Output:\nFine Arts\n\n\nEx Input:\nThis symphony's final movement includes a collaboration between a flute and a piccolo, meant to represent an ominous bird. The composer of this symphony included a notation asking for \"the largest possible contingent of strings.\" Its second movement, marked Andante moderato, is an A-flat major landler. This symphony is intended to be played with a five-minute pause after its first movement, which re-used its composer's abandoned piece (*) Totenfeier. It calls for a mezzo-soprano voice in its fourth movement, Urlicht, and includes a setting of Das Knaben Wunderhorn. This symphony in C minor was inspired by a Klopstock poem heard at a funeral that includes the line \"Rise again, yes, rise again.\" For 10 points, name this second symphony by Gustav Mahler.\n\nEx Output:\n"
},
{
"from": "gpt",
"value": "Fine Arts\n\n\n"
}
] |
[
{
"from": "human",
"value": "You will be given a definition of a task first, then some input of the task.\nIn this task, you are given a summary for US Congressional and California state bill, your task is to generate a Title for this bill. The preferred titles are under forty words and mention the purpose of the bill.\n\nInfection Reduction Labeling Act of 2014 - Amends the Federal Insecticide, Fungicide, and Rodenticide Act (FIFRA) to authorize solid antimicrobial copper alloys, and products made from such alloys, to be marketed, distributed, or sold with labels about their infection reduction and control efficacy if the antimicrobial claims made on the label are consistent with the results of federally-funded clinical trials finding: (1) greater than 25% reductions in infection rate or 50% reductions in microbial burden, or (2) statistically significant reductions in infection rate or microbial burden. Waives alloys from requirements to submit or review efficacy data related to the antimicrobial claims if the claims are consistent with the results of the trials. Sets forth an alternative process to modify the labeling of an alloy. Amends the Federal Food, Drug, and Cosmetic Act to exclude a product that is made from the alloy and has the antimicrobial labeling from regulation and treatment as a drug or device . \nOutput:"
},
{
"from": "gpt",
"value": "Infection Reduction Labeling Act of 2014"
}
] |
[
{
"from": "human",
"value": "You will be given a definition of a task first, then some input of the task.\nIn this task, you are given music product reviews in English language. The goal is to classify the review as \"POS\" if the overall sentiment of the review is positive or as \"NEG\" if the overall sentiment of the review is negative.\n\nA must for those who love lyrics . This containes some of Greg Brown's finest writing, it is however different from his most of his other recordings. This is a dark look at American culture without being melodramatic. I purchased this one after adding one of his finest efforts "The Poet Game" to my collection, and I find lyrically to be amongst his best work. Highlights include 3 unique tracks "The Monkey", "One Cool Remove", and "America Will Eat You". Other Greg Brown albums that I purchased after this one (quite a few) although they were great, did not quite rate as high on my list\nOutput:"
},
{
"from": "gpt",
"value": "POS"
}
] |
[
{
"from": "human",
"value": "Q: In this task, you're given a context, a question, three options, and an answer. Your task is to classify whether the given answer is correct or not by providing 'Yes' or 'No', based on the context with commonsense reasoning about social situations.\nContext: Remy fell asleep on the couch. While Remy was sleeping, Cameron took Remy's phone from their bag and watched a movie. \n Question: How would you describe Cameron? \n Options: (A) amused (B) impolite (C) entertained \n Answer: B\nA:"
},
{
"from": "gpt",
"value": "Yes"
}
] |
[
{
"from": "human",
"value": "Teacher:You are given a science question (easy-level) and four answer options (associated with \"A\", \"B\", \"C\", \"D\"). Your task is to find the correct answer based on scientific facts, knowledge, and reasoning. Do not generate anything else apart from one of the following characters: 'A', 'B, 'C', 'D'. There is only one correct answer for each question.\nTeacher: Now, understand the problem? Solve this instance: Which substance is magnetic and conducts heat? \n (A) wood (B) plastic (C) iron (D) paper\nStudent:"
},
{
"from": "gpt",
"value": "C"
}
] |
[
{
"from": "human",
"value": "Teacher:In this task, you will be presented with a passage and have to answer a question based on your understanding of the events inferred from the passage. Try to find the best answer that is most likely to fill in \"_\". Note that the URLs in the text have been replaced with [Link].\nTeacher: Now, understand the problem? Solve this instance: Washington (CNN) Chelsea Clinton took to Twitter in defense of a fellow first child, Barron Trump, after an article criticized the President's youngest son's casual fashion choices. \"The youngest Trump doesn't have any responsibilities as the president's son, but the least he could do is dress the part when he steps out in public,\" entertainment reporter Ford Springer wrote in the Daily Caller. The story prompted widespread rebukes from both sides of the political aisle and the media, including a sharp statement from Clinton, who knows firsthand the spotlight of a White House childhood. \"It's high time the media & everyone leave Barron Trump alone & let him have the private childhood he deserves,\" she wrote, linking to the article.Barron Trump was the subject of an op-ed in the Daily CallerMany, including Chelsea Clinton, came to his defense \n Question:When his father assumed office in January, then-10-year-old Barron Trump joined _ in the exclusive ranks of first children, a club rife with undue scrutiny for the children of Presidents.\nStudent:"
},
{
"from": "gpt",
"value": "Chelsea Clinton"
}
] |
[
{
"from": "human",
"value": "In this task, you are given an input list. A list contains several comma-separated items written within brackets. You need to return the count of all the alphabetical elements in the given list. Return 0 if no alphabetical element in the list\n\n['Z', 'k', '7907', 'C', '165', 'L', 'Y', '1567', '2637', '5469', '6833', 'n', 'e', 'r', '8131', '6673', 'n', '9259', 'a', '615', '355', 'f', '8353', 'I', 'G', '8475', '8281', 'd', '9371', 'w', '9143', 'n', '3489', '9271', '1049', '4753', 'V', 'm', 'a']\n19\n\n['2501', 'H', '1465', 'i', 'r', 'H', 'J', 'E', 'I', 'n', '5881', '2773', '4553', 'H', 'S', '6639', 'e', 'd', 'r', '8829', 'b', '9505', '8153', '8061', 'Z', 'o', '8093', '9435', '4185', '6055', '6093', '3315', 'S', 'A', 'G', '2937', 'H', 'V']\n21\n\n['8621', '9111', '3387', '8397', '4687', '103', 'W', '9023', '4627', '6583', '2579', 'A', '4455']\n"
},
{
"from": "gpt",
"value": "2\n\n"
}
] |
[
{
"from": "human",
"value": "Teacher:Provide the parts-of-speech tag of a word present in a sentence specified within curly braces ( '{{ ... }}' ). The parts-of-speech tags are coarse labels that represent a category of words with similar grammatical properties. The list of part-of-speech tags i.e tagset of this corpus is - \n '.': Period symbol is used for symbols denoting Punctuations/Separations such as comma, period, backticks etc., \n 'ADJ': Adjectives are words that typically modify nouns and specify their properties or attributes, \n 'ADP': Adposition is a cover term for prepositions and postpositions, \n 'ADV': Adverbs are words that typically modify verbs for such categories as time, place, direction or manner, \n 'CONJ': A word used to connect clauses or sentences or to coordinate words in the same clause, \n 'DET': Determiners are words that modify nouns or noun phrases and express the reference of the noun phrase in context, \n 'NOUN': Nouns are a part of speech typically denoting a person, place, thing, animal or idea, \n 'NUM': A numeral is a word, functioning most typically as a determiner, adjective or pronoun, that expresses a number and a relation to the number, such as quantity, sequence, frequency or fraction, \n 'PRT': Particles are function words that must be associated with another word or phrase to impart meaning and that do not satisfy definitions of other universal parts of speech, \n 'PRON': Pronouns are words that substitute for nouns or noun phrases, whose meaning is recoverable from the linguistic or extralinguistic context, \n 'PROPN': A proper noun is a noun (or nominal content word) that is the name (or part of the name) of a specific individual, place, or object, \n 'VERB': A verb is a member of the syntactic class of words that typically signal events and actions, can constitute a minimal predicate in a clause, and govern the number and types of other constituents which may occur in the clause, \n 'X': The tag X is used for words that for some reason cannot be assigned a real part-of-speech category.\nTeacher: Now, understand the problem? Solve this instance: Sentence: A second citation covering the company 's Clairton , Pa. , coke works involved more than 200 alleged violations of electrical-safety and other requirements , for which OSHA proposed $ 1.2 {{ million }} *U* in fines *T*-1 . \nWord: million\nStudent:"
},
{
"from": "gpt",
"value": "NUM"
}
] |
[
{
"from": "human",
"value": "Given a passage with a question and an answer to that question, classify if the answer actually answers the question into 'yes' or 'no'. Output 'yes' if the answer answers the question and output 'no' if the answer does not answer the question.\nQ: Question: Does transcriptional profiling of Arabidopsis root hairs and pollen define an apical cell growth signature?\nAnswer: Our results suggest that maintaining apical growth mechanisms synchronized with energy yielding might require a combinatorial network of transcriptional regulation. We propose that this study should constitute the foundation for further genetic and physiological dissection of the mechanisms underlying apical growth of plant cells.\nA: "
},
{
"from": "gpt",
"value": "yes"
}
] |
[
{
"from": "human",
"value": "Detailed Instructions: Given a sentence in Italian, generate a new Italian sentence by performing small changes on the sentence. Here, make sure that the changes are semantically related and syntactically similar to the input. And the generated sentence should have high commonsense plausibility, that is to have reasonable probability of it being true.\nProblem:Se si desidera documentare su un argomento allora si dovrebbe sperimentare Internet.\nSolution:"
},
{
"from": "gpt",
"value": "Se si vuole urlare su un soggetto allora si dovrebbe violentare internet."
}
] |
[
{
"from": "human",
"value": "Teacher:Given a premise, an initial context, an original ending, and a new ending, the task is to generate the counterfactual context that is aligned with the new ending. Each instance consists of a five-sentence story. The premise is the first sentence of a story, and the second sentence, which is the initial context, provides more information about the story's context. The original ending is the last three sentences of the story. Also, you are given a new ending that can provide the new story with the same premise. You should write a counterfactual context to explain the small differences between the original and new endings. More specifically, a story context contains the general plot of the story. And a counterfactual context is a slight modification to the initial context. To sum up, you should write the second sentence of a story based on the premise(first sentence) and the new ending(last three sentences) of the story.\nTeacher: Now, understand the problem? Solve this instance: Premise: Paul shook a bottle of coke and set it down. \n Initial Context: He offered Pete a frosty beverage. \n Original Ending: Peter picked up the coke and opened it. Coke shot out of the bottle and covered Peter. Paul laughed at his friend's foolishness. \n New ending: Peter picked the coke out of the trash and opened it. Coke shot out of the bottle and covered Peter. Paul laughed at his friend's foolishness.. \nStudent:"
},
{
"from": "gpt",
"value": "Paul had second thoughts about his prank and threw the bottle away."
}
] |
[
{
"from": "human",
"value": "Q: This task involves annotating the answer type to a given question that involve some kind of complex reasoning (including numerical reasoning). Note that the questions require looking at more than one part of the passage to answer. There are 3 possible answer types (i) spans, (ii) numbers and (iii) dates. If the answer can be found in the passage, label it as \"span\". If the answer is a number, label as \"number\". Similarly, label \"date\" if you think the answer to the given question is a date.\nPassage: Coming off their home win over the Raiders, the Texans flew to the University of Phoenix Stadium for the first time ever for a Week 5 interconference duel with the Arizona Cardinals. Houston would trail in the first quarter as Cardinals running back Tim Hightower got a 1-yard touchdown run in the first quarter, followed by quarterback Kurt Warner completing a 9-yard and a 26-yard touchdown pass to wide receiver Larry Fitzgerald. Afterwards, the Texans began to rally as running back Chris Brown got a 1-yard touchdown run in the third quarter. Then, quarterback Matt Schaub would hook up with wide receiver Andre Johnson on an 11-yard and a 17-yard touchdown pass in the fourth quarter. However, Arizona would strike on two key plays. First, Cardinals cornerback Dominique Rodgers-Cromartie would intercept a pass from Schaub and return it 49 yards. Second, Arizona's defense held Houston's offense 1 yard out of the endzone three times.\nQuestion: how many yards did hightower get?\nA:"
},
{
"from": "gpt",
"value": "number"
}
] |
[
{
"from": "human",
"value": "In this task, you're given a pair of sentences, sentence 1 and sentence 2. Sentence 2 contradicts sentence 1. Your job is to alter sentence 2 so that the pair neither agree nor contradict each other. Generated sentences must be short, with less than 15 words. New information can be introduced. Avoid using pronouns to confuse the subject of the sentence.\n\nQ: Sentence 1: A man is standing while playing the drums for an audience. Sentence 2: A man is playing the piano.\n\nA: A man singing.\n****\nQ: Sentence 1: A male in a green shirt and jeans is sitting on the floor while turned to look slightly up at a female with a blue shirt and jeans sitting in a green chair. Sentence 2: A male in a green shirt and jeans, yelling at someone.\n\nA: A couple of students sit in a lobby area reading books.\n****\nQ: Sentence 1: A group of people walk down the sidewalk in a city. Sentence 2: People are eating at a restaurant.\n\nA:"
},
{
"from": "gpt",
"value": "People are shopping in the city.\n****\n"
}
] |
[
{
"from": "human",
"value": "Teacher:In this task, you are given a natural language interpretation of commands (consist of logical operations) to select relevant rows from the given table. Your job is to generate command (in terms of logical operations) from given natural language interpretation. Define body (contains a collection of statements that define what the this logical operator does) of each logical operator between '{}' parenthesis. Here are the definitions of logical operators that you can use while generating command: \n 1. count: returns the number of rows in the view. \n 2. only: returns whether there is exactly one row in the view. \n 3. hop: returns the value under the header column of the row. \n 4. and: returns the boolean operation result of two arguments. \n 5. max/min/avg/sum: returns the max/min/average/sum of the values under the header column. \n 6. nth_max/nth_min: returns the n-th max/n-th min of the values under the header column. \n 7. argmax/argmin: returns the row with the max/min value in header column. \n 8. nth_argmax/nth_argmin: returns the row with the n-th max/min value in header column. \n 9. eq/not_eq: returns if the two arguments are equal. \n 10. round_eq: returns if the two arguments are roughly equal under certain tolerance. \n 11. greater/less: returns if the first argument is greater/less than the second argument. \n 12. diff: returns the difference between two arguments. \n 13. filter_eq/ filter_not_eq: returns the subview whose values under the header column is equal/not equal to the third argument. \n 14. filter_greater/filter_less: returns the subview whose values under the header column is greater/less than the third argument. \n 15. filter_greater_eq /filter_less_eq: returns the subview whose values under the header column is greater/less or equal than the third argument. \n 16. filter_all: returns the view itself for the case of describing the whole table \n 17. all_eq/not_eq: returns whether all the values under the header column are equal/not equal to the third argument. \n 18. all_greater/less: returns whether all the values under the header column are greater/less than the third argument. \n 19. all_greater_eq/less_eq: returns whether all the values under the header column are greater/less or equal to the third argument. \n 20. most_eq/not_eq: returns whether most of the values under the header column are equal/not equal to the third argument. \n 21. most_greater/less: returns whether most of the values under the header column are greater/less than the third argument. \n 22. most_greater_eq/less_eq: returns whether most of the values under the header column are greater/less or equal to the third argument.\nTeacher: Now, understand the problem? Solve this instance: select the rows whose artist record fuzzily matches to dire straits . take the claimed sales record of this row . select the rows whose artist record fuzzily matches to barbra streisand . take the claimed sales record of this row . the first record is less than the second record .\nStudent:"
},
{
"from": "gpt",
"value": "less { hop { filter_eq { all_rows ; artist ; dire straits } ; claimed sales } ; hop { filter_eq { all_rows ; artist ; barbra streisand } ; claimed sales } }"
}
] |
[
{
"from": "human",
"value": "You are given an original reference as well as a system generated reference. Your task is to judge the naturaleness of the system generated reference. If the utterance could have been produced by a native speaker output 1, else output 0.\nQ: System Reference: x is a restaurant near x and in the centre of town in the cheap price range.\nOriginal Reference: x is a cheaply priced restaurant in the center of the city near x.\nA: "
},
{
"from": "gpt",
"value": "1"
}
] |
[
{
"from": "human",
"value": "Detailed Instructions: In this task, you're given a review from Amazon and category of the product based on the review given by the user and your task is classify whether the given category match the review. Generate \"True\" if given review and its category match, otherwise generate \"False\".\nProblem:Reviews: I bought this for my 6 year old to practice his kicks for Taekwondo. He doesn't hit or kick very hard so I figured it would be a good option. We followed the inflation directions and by the next morning it was completely flat. Will not hold air for a long period of time. I am guessing there is a slow leak in it that I can't find. We have to re-inflate it right before my son wants to use it. I wouldn't purchase again or recommend it only because it doesn't hold its shape. \n Category: grocery\nSolution:"
},
{
"from": "gpt",
"value": "False"
}
] |
[
{
"from": "human",
"value": "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.\n\nEx Input:\nArticle: Welcome to Gold Coast Wax Museum HIGHLIGHTS The Gold Wax Museum is one of the Cold Coast's longest running attractions. It's a collection of famous figures. It's Australia's largest museum of its kind, featuring more than 110 life-size wax figures copies of British and Australian History. The Wax Museum is visited by many thousands of people each year who are shocked at the amazing realism of the life-size figures in authentic costumes. This is your invitation to wander through at your leisure and meet many important and famous people's figures on Queensland's Gold Coast. Come face to face with such celebrities as Michael Jackson, President Obama, past President John F. Kennedy, King Hussein, members of the Royal Family, and many others whose lives have all left an indelible mark on our world. Information cards are located alongside each figure. The Gold Coast Wax Museum contains figures which have been made by leading local and overseas sculptors to international standards, equal in quality to the world's best, as seen in Europe, the United Kingdom, and U. S. A. The detail in the figures is amazing -and includes hair applied one strand at a time, requiring many working hours for one hand, and the eyes are so real that they seem to follow the viewer around. Price Child (1-3yrs) free Child (4-12yrs) $ 22. 00 Adult $ 29. 00 Family (2 Adults + I Child) $68.00 Opening hours Open 7 days a week, 10a. m. to l0p. m. Closed at Christmas Day (25 Dec. ) and Anzac Day (25 Apr. ) Location Ferny Ave, Surfers Paradise ( Gold Coast ) QLD How to get there You can choose any of the Gold Coast airport transfers, car rentals, shuttles and private transfers to/from your hotel. Many coach operators also offer Gold Coast transfers to surrounding attractions, beaches, and the more distant destinations, throughout the day. What to bring Bring your sense of adventure and your camera and see something exciting and quite unique. For further information, please click here to see more about the Gold Coast Wax Museum. \n Question: If you visit the Gold Coast Wax Museum, you can \n Options: (A) see many members of the Royal Family in person in the Museum (B) enjoy some world-class vivid max-works in the Museum (C) meet many leading local and internatioanal sculptors in the Museum (D) e at any time of the year except at Christmas Day \n Asnwer: B\n\nEx Output:\nYes\n\n\nEx Input:\nArticle: The hole in the Earth's ozone layer has until now protected Antarctic from the worst effects of global warming, but scientists have warned that as the hole closes up in the next few decades, temperatures on the continent could rise by around 3degC on average, with melting ice contributing to a global sea level increase of up to 1.4 meters. In the past decades the western Antarctic has seen rapid ice loss as the world has warmed, but the other parts of the continent have, , been cooling, resulting in a 10% increase in ice in the seas around the region. This is because the hole in the ozone layer has increased cold winds in Antarctic, making much of the continent surface colder than usual. But now that the gases that cause the ozone hole have been banned, scientists expect the hole to repair itself within the next 50 to 60 years. By then the cooling effect will have faded out and the Antarctic will face the full impact of global warming. This means an increase in average air temperatures of around 3degC and a reduction in sea ice by around a third. The biggest threat to the continent comes from warming seas. Robert Johnson, a scientist who monitors Antarctic ice sheets, said, \"The ice sheets in Antarctic are hundreds of meters thick. But once warm ocean waters start flowing underneath, the ice will begin thinning and could break up very quickly.\" Thinning ice sheets cause ice to break away from the continent and to melt even faster. Escaping ice from western Antarctic has already resulted in a 10% rise in global sea level in recent decades. Johnson believes that international action to reduce global warming is required immediately or it may be too late. \"Everything is connected----Antarctic may be a long way away but it is an important part of the Earth's system,\" said Johnson. \"It contains 90% of the world's ice, 70% of the world's fresh water and that is enough, if it melts completely, to raise sea levels by 63 meters.\" Even in a worse-case situation scientists don't expect the ice to entirely disappear, but predict that, because of the melting ice sheets, average sea level rise will be around 1.4 meters higher by the end of the century. \n Question: What is the effect of the hole in the ozone layer on Antarctic? \n Options: (A) It is causing the ice to melt faster. (B) It is making much of the continent colder. (C) It is making the e (D) It is reducing the amount of water in Antarctic. \n Asnwer: D\n\nEx Output:\nNo\n\n\nEx Input:\nArticle: You can never be too sure these days in the United States of your neighbours or even your customers! Try to keep a low profile in your neighborhood: don't announce to just about everyone that you are running a home business with thousands of dollars worth of equipment. As much as possible, don't invite clients or visitors to your home. In fact I know of some home-based entrepreneurs who would rather meet their clients in a neutral ground, e.g. the client's office or even Starbucks. There are other ways to keep burglars away from your house. *Keep lights on around your house in the evenings. Light is a natural fright for burglars. *Invest in a security alarm, particularly if your house is located in a remote spot. Security systems can often bring down the cost of your homeowner's insurance premiums . *Make sure that all windows and doors are locked and the security alarm turned on before you sleep at night or go out of the house. Avoid keeping house keys in obvious places, such as under the lamp or top of the doorframe. *Adding an additional lock will provide extra security when you are home. The dead-lock, sometimes called an \"exit-only deadbolt\" is an deadbolt that doesn't have an external key. It's clearly visible on the door from the outside, but can't be broken into without destroying the door, frame, or lock itself. While the security won't help directly when you aren't home, the visibility may discourage an _ from trying the door. *Your door itself should be made of strong materials, such as one-inch thick solid hardwood or heavy metal. \n Question: The advice given by the writer in the passage focuses on _ . \n Options: (A) how to make your house safer from burglars (B) what to do when your house is broken into (C) how to improve social security in the United States (D) how to run a home business \n Asnwer: A\n\nEx Output:\n"
},
{
"from": "gpt",
"value": "Yes\n\n\n"
}
] |
[
{
"from": "human",
"value": "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.\nProblem:I had the most vivid dream last night . I was sitting on the ledge of my balcony , looking over the city below , when my apartment gave a tremendous shudder and detached itself from the ground . I floated over Codice , looking down and seeing the people flowing through the streets , like ants . I fell from the balcony .\nSolution:"
},
{
"from": "gpt",
"value": "How could I tell it was a dream ?"
}
] |
[
{
"from": "human",
"value": "Definition: In this task you will be given a list of lists, of numbers. For every inner list, you should multiply every number in that list and put the results in your answer. The output should be a list of numbers with the same length as the number of the lists in the input list.\nInput: [[-39, 48, -10, -42], [10, -35], [-32, -45, -43, -25], [32, 10, -18, -10], [46, 37, -32, -50], [-17, 13, 27, -8, 18], [-22, -25], [-49, 29, -7, 35, -48], [29, 2]]\nOutput:"
},
{
"from": "gpt",
"value": "[-786240, -350, 1548000, 57600, 2723200, 859248, 550, -16710960, 58]"
}
] |
[
{
"from": "human",
"value": "Given the task definition and input, reply with output. In this task, you're given a context passage, a question, and three answer options. Your task is to return an incorrect answer option to the question from the choices given. For all questions, only one of the three answer options is correct. Pick one of the two incorrect answer options as the output.\n\nContext: Jesse performed Cameron's task at work since he was sick. \n Question: What will Jesse want to do next? \n Options: (A) Not do Cameron's work (B) Tell Cameron too bad (C) Keep working on it\n"
},
{
"from": "gpt",
"value": "A"
}
] |
[
{
"from": "human",
"value": "Teacher:In this task, you are given inputs k, i, and A, where k and i are integers and A is a list. You need to find every ith element of A starting from the kth element. The process stops when the position of the next ith element exceeds the length of the list.\nTeacher: Now, understand the problem? Solve this instance: 1, 1, ['6209', '2267', '2261']\nStudent:"
},
{
"from": "gpt",
"value": "6209, 2267, 2261"
}
] |
[
{
"from": "human",
"value": "Given the task definition and input, reply with output. In this task, You are given a review of Amazon's food products. Your task is to divide them into two classes: negative or positive, depending on the content of the review.\n\nPositive experience with this vendor, everything as promised. These knives are made extremely well and are equally attractive. They fit in the hand well and I have used them on beef, pork, veal, and chicken with excellent results. They have been through the dishwasher several times and there has been no issues. I would recommend these knives to anyone who asked. I would advise handling carefully because they are extremely sharp!\n"
},
{
"from": "gpt",
"value": "positive"
}
] |
[
{
"from": "human",
"value": "instruction:\nIn this task, you're given the title of a five-sentence story, the first four sentences, and two options for the fifth sentence as a and b. Your job is to pick the sentence option that does not connect with the rest of the story, indicating your choice as 'a' or 'b'. If both sentences are plausible, pick the one that makes less sense.\nquestion:\nTitle: Stubborn Illness. Sentence 1: Martha had been bedridden with stomach pain for several days. Sentence 2: She was stubborn, but eventually let her husband take her to the ER. Sentence 3: At the emergency room, a doctor diagnosed her with gallstones. Sentence 4: They had to operate to remove her gallbladder. Choices: a. Now she has recovered, except that she can't eat certain foods. b. He was barely able to get enough to pay his medical bills.\nanswer:\nb\n\n\nquestion:\nTitle: Wrong Alert. Sentence 1: Sarah walked into library. Sentence 2: The metal detector made a sound as soon as she walked through it. Sentence 3: A security guard pulled her to the side of the detector. Sentence 4: He ran a quick search. Choices: a. He didn't notice anything except her earrings. b. The ceiling did not leak the next time it rained.\nanswer:\nb\n\n\nquestion:\nTitle: Strong Drink. Sentence 1: Tom was at a party. Sentence 2: He asked for a mixed drink. Sentence 3: It was really strong. Sentence 4: Tom didn't want to seem weak. Choices: a. He drank it too fast and got drunk. b. His friends all pitched in and had great meals.\nanswer:\n"
},
{
"from": "gpt",
"value": "b\n\n\n"
}
] |
[
{
"from": "human",
"value": "Given the task definition and input, reply with output. In this task, you are given two sentences in the English language (Sentence 1 and Sentence 2). Your task is to identify the connecting word between the two sentences.\n\nSentence 1:Hence , having the latest products relates positively to their social status . Sentence 2:For example , fashion is a powerful social symbol because when a certain trend is successfully adopted by a number of people , this can impact the perceived value of the product .\n"
},
{
"from": "gpt",
"value": "for example"
}
] |
[
{
"from": "human",
"value": "In this task, you're given a pair of sentences, sentence 1 and sentence 2, that neither agree with nor contradict each other. Your job is to alter sentence 2 so that the pair clearly contradict each other. Generated sentences must be short, with less than 15 words. New information can be introduced. Avoid using pronouns to confuse the subject of the sentence.\nQ: Sentence 1: African American children playing in a street in front of a yellow car. Sentence 2: Black kids are playing in front of two cars.\nA: "
},
{
"from": "gpt",
"value": "The boys play on scooters"
}
] |
[
{
"from": "human",
"value": "In this task you are given a tweet and you must identify whether the tweet contains any offense or any form of (untargeted) profanity. Label the post as NOT if the post does not contain offense or profanity. Non-offensive posts do not include any form of offense or profanity. label the post as OFFENSIVE if the post contains offensive language or a targeted (veiled or direct) offense. Twitter user mentions were substituted by @USER and URLs have been substitute by URL.\nOne example: @USER Someone should've taken \"this piece of shit to a volcano.\"\nSolution is here: OFFENSIVE\nExplanation: tweet contains offensive language.\n\nNow, solve this: @USER As one Canadian....I would prefer he move somewhere else. Too many liberals up here already\nSolution:"
},
{
"from": "gpt",
"value": "NOT"
}
] |
[
{
"from": "human",
"value": "In this task, you are given a country name and you need to return the calling code of the given country. Your output must be formatted as a plus sign (+), followed by the calling code number\nQ: Albania\nA: "
},
{
"from": "gpt",
"value": "+355"
}
] |
[
{
"from": "human",
"value": "Teacher:You are given a sentence, a question and two answer options ('A' and 'B'). Your task is to find the correct option for the given question. Write down the answer index: 'A' or 'B'.\nTeacher: Now, understand the problem? Solve this instance: Sentence: Jamal is able to swim his usual speed, but he's feeling sluggish on Monday so he cuts his swimming workout short. On Tuesday, Jamal feels much more energetic, so he swims for a longer period of time. Question: On which day will Jamal swim fewer laps? (A) Tuesday (B) Monday\nStudent:"
},
{
"from": "gpt",
"value": "B"
}
] |
[
{
"from": "human",
"value": "In this task, you're given the title of a five-sentence story and the first four sentences. Your job is to write the last sentence of the story to not connect with the rest of the story. Ensure that the generated sentence is contextually relevant to the story.\nOne example is below.\nQ: Title: Marcus Buys Khakis. 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.\nA: He left in a huff for having his ideas mocked.\nRationale: Marcus is buying clothes for a business event and not presenting an idea.\nQ: Title: Getting my TAM card. Sentence 1: My friend told me to get a TAM card to improve hireability. Sentence 2: TAM stands for tobacco and alcohol management. Sentence 3: Having this card grants access to work jobs serving alcohol. Sentence 4: I paid for and received training online with a pre test.\nA:"
},
{
"from": "gpt",
"value": "It was a website for polygamists to find more wives."
}
] |
[
{
"from": "human",
"value": "In this task, you are given a short passage that conveys a stereotype. A stereotype is an over-generalized belief about a particular group of people. You are expected to classify the passage into nine types of stereotype: race-color, socioeconomic, gender, disability, nationality, sexual-orientation, physical-appearance, religion, and age.\n--------\nQuestion: Passage: She knew she was being stabbed because she was gay.\n\nAnswer: sexual-orientation\n\n\nQuestion: Passage: And, being from Russia, didn't help her being popular among her peers.\n\nAnswer: socioeconomic\n\n\nQuestion: Passage: Ellen dropped out of school due to being pregnant. Her boyfriend Jose was not very supportive and left\n\nAnswer:"
},
{
"from": "gpt",
"value": "race-color\n\n\n"
}
] |
[
{
"from": "human",
"value": "You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.\nGenerate an overlapping word between the given two sentences. When you find the overlapping words, they don't have to match exactly, e.g., \"survival\" and \"survive\" are valid overlapping words. Little words like \"the\" or \"of\" don't count! You must generate significant words which are not the stop words.\n\nSentence1: pesticides cause pollution. \nSentence2: pollution can harm animals.\nSolution: pollution.\nWhy? The word \"pollution\" is common to Sentence1 and Sentence2. So, it's a good answer.\n\nNew input: Sentence1: Hurricanes are categorized by the Saffir-Simpson Scale. \nSentence2: Something categorized by the Saffir-Simpson scale converts heat energy into mechanical energy.\nSolution:"
},
{
"from": "gpt",
"value": "Saffir-Simpson"
}
] |
[
{
"from": "human",
"value": "Instructions: In this task, you are given a premise, a hypothesis, and an update. The premise sentence describes a real-world situation and is always assumed to be true. The hypothesis sentence describes an assumption or inference that you might make about that situation having read the premise. The update provides additional information about the situation that might weaken or strengthen the hypothesis. A weakener is a statement that weakens the hypothesis. It makes you much less likely to believe the hypothesis is true. A strengthener is a statement that strengthens the hypothesis. It makes you much more likely to believe the hypothesis is true. Your task is to output 'strengthener' or 'weakener' if the update strengths or weakens the hypothesis, respectively.\nInput: Premise: PersonX has a panic attack\nHypothesis: As a result, PersonX feels troubled\nUpdate: A doctor sedates PersonX.\nOutput:"
},
{
"from": "gpt",
"value": "weakener"
}
] |
[
{
"from": "human",
"value": "In this task, you're given a context passage, followed by a question that needs to be answered. Based on the paragraph, you must write unambiguous answers to the questions and your answer must refer to a specific phrase from the paragraph. If multiple answers seem to exist, write the answer that is the most plausible.\n\nCamerson was grading Bailey's research paper. Cameron felt satisfied with Bailey's work. \nQuestion: How would you describe Cameron?\na success as a teacher\n\nOur newly constructed display ! My dad and I put our heads together made it . Anyway , next time , there will be prints . And here we have maiji's and orangisque's table!You can also see my table neighbour re_love in the background.illintent enjoys the tea that Jaybie so graciously picked up for him . As it started to really quiet down , the real fun(ny ) started up ...... where lament_the_wind allowed us to tape stuff to her backand re_love's friend : ... Elle , grinns crazily because she just won herself a cupcake ! \nQuestion: What is likely true about the narrator ?\nThey will participate in this event again .\n\nMy sister and I haven't lived to together since she was nine . Now , as young adults , our shared eccentricities are precious gifts each time I stumble on one . To suddenly discover this amazing young person who came to many of the same conclusions as I , but from a vastly different path , almost makes up for being absent from her youth . At the public library where I do most of my writing , there is an elderly man , maybe in his seventies or eighties , who comes everyday to spend hours on the Internet . \nQuestion: Why do I do most of my writing at the public library ?\n"
},
{
"from": "gpt",
"value": "Because that's a nice environment for getting writing done .\n\n"
}
] |
[
{
"from": "human",
"value": "Definition: In this task, you are given sentences from movie reviews. The task is to classify a sentence as \"POS\" if the sentiment of the sentence is positive or as \"NEG\" if the sentiment of the sentence is negative\nInput: Why spend $ 9 on the same stuff you can get for a buck or so in that greasy little vidgame pit in the theater lobby ?\nOutput:"
},
{
"from": "gpt",
"value": "NEG"
}
] |
[
{
"from": "human",
"value": "Given a premise as input, generate a hypothesis as output that follows the premise based on the following rules: (i) The hypothesis should be derived from the premise. (ii) The hypothesis must not contain any information that is not in the premise. (iii) The hypothesis should not contradict or have a suggestion that is negative to the premise.\nQ: Do all six children who hadn't interacted negotiate?\nA: "
},
{
"from": "gpt",
"value": "There are exactly six children who hadn't interacted."
}
] |
[
{
"from": "human",
"value": "In this task, you're given two sentences, sentence 1 and sentence 2, and the genre they belong to. Your job is to determine if the two sentences belong to the same genre or not. Indicate your answer with Y and N respectively. Genres available include: face-to-face, government, letters, 9/11, slate, telephone, travel, verbatim, oup, fiction. Sentences belonging to 'face-to-face' genres relate to conversations or dialogues, 'government' encompasses information released from public government websites, 'letters' refers to any written work for philanthropic fundraising, '9/11' relates to information pertaining to the 9/11 attacks, 'oup' includes non-fiction works on the textile industry and child development, 'slate' refers to any cultural topic that appears in the slate magazine, 'telephone' includes telephonic dialogue, 'travel' deals with information in travel guides, 'verbatim' includes short posts regarding linguistics, and 'fiction' includes popular works of fiction like 'The Secret Adversary' etc.\n\n[Q]: Sentence 1: Semans says she wrote that line into the narrative after she had told a lot of people, including her parents, about the spot. Sentence 2: Semans gave her main character a birthmark on her leg to match the author's own. Genre: slate.\n[A]: Y\n\n\n[Q]: Sentence 1: nice furniture and things like that but kids are just as much of a blessing as all these material things but it's a different kind and a lot times people think oh well i'm not blessed i have an old car but you've got five kids you know you're just as blessed probably more Sentence 2: Personally, I don't have any kids, but I do have a new car. Genre: telephone.\n[A]: Y\n\n\n[Q]: Sentence 1: You can also escape the preoccupations of existence at the wildlife sanctuary of Kanha. Sentence 2: The financial markets are not very efficient. Genre: slate.\n[A]:"
},
{
"from": "gpt",
"value": "N\n\n\n"
}
] |
[
{
"from": "human",
"value": "Detailed Instructions: In this task, you will be shown a conversation. You need to write a question with three choices for the conversation. Your question should be answerable based on the conversation and only have one correct answer. Note that you don't need to answer your question. \"W\" and \"M\" in the conversations stand for \"woman\" and \"man\".\nSee one example below:\nProblem: W: The movie next Tuesday has been cancelled due to lack of interest. M: What do you mean? W: Well, by last night only a few tickets has been sold.\nSolution: What can we conclude about the movie? (A) They want to buy the tickets for the movie. (B) The tickets for the movie were sold. (C) The movie will not be shown.\nExplanation: This is a good example. Based on the conversation, the movie has been canceled, and it will not be shown. We could understand that only option (C) is correct. As mentioned in the conversation, only a few tickets have been sold, so option (B) is incorrect. We don't know if they wanted to buy a ticket or not, so option (A) is incorrect as well.\n\nProblem: M: Good afternoon, madam. I'm doing some market research and I'm hoping you might have a few minutes to answer some questions. W: Okay, sure. M: Great, thank you very much. First of all, do you own a personal computer? W: Of course! Doesn't everyone? M: How long have you owned it? W: I bought this particular computer last year. But I got my first PC in 1995. M: I see. And what do you primarily use your computer for? W: Well, I use it to send e-mails a lot, and... um, I have a teach-yourself French program. And I shop online pretty often. M: Mmm. Any other uses? W: Keeping track of my bank account, and there are a couple of computer games I enjoy. M: Now you've mentioned e-mail and online shopping. Do you use the Internet for any other purposes? W: Not really. I haven't got around to explore it too much. M: Okay, thanks. Sorry to have given you so much trouble. Thanks again.\nSolution:"
},
{
"from": "gpt",
"value": "When did the woman begin using her computer? (A) Last year. (B) This year. (C) In 1995."
}
] |
[
{
"from": "human",
"value": "Detailed Instructions: Given a command in a limited form of natural language, provide the correct sequence of actions that executes the command to thus navigate an agent in its environment. A command can be broken down into many different actions. Actions are uppercase and are individual steps that serve as the building blocks for a command. For commands, 'left' and 'right' are used to denote the direction of an action. The word 'opposite' turns the agent backward in the specified direction. The word 'around' makes the agent execute an action while turning around in the specified direction. The word 'and' means to execute the next scope of the command following the previous scope of the command. The word 'after' signifies to execute the previous scope of the command following the next scope of the command. The words 'twice' and 'thrice' trigger repetition of a command that they scope over two times or three times, respectively. There are only six actions: 'I_LOOK', 'I_WALK', 'I_RUN', 'I_JUMP', 'I_TURN_LEFT', and 'I_TURN_RIGHT'. These actions respectively align with the commands 'look', 'walk', 'run', 'jump', 'turn left', and 'turn right'. Actions and commands do not have quotations in the input and output.\nSee one example below:\nProblem: jump left\nSolution: I_TURN_LEFT I_JUMP\nExplanation: The agent must first turn left and then jump in order to jump to the left.\n\nProblem: jump around right twice after run around right twice\nSolution:"
},
{
"from": "gpt",
"value": "I_TURN_RIGHT I_RUN I_TURN_RIGHT I_RUN I_TURN_RIGHT I_RUN I_TURN_RIGHT I_RUN I_TURN_RIGHT I_RUN I_TURN_RIGHT I_RUN I_TURN_RIGHT I_RUN I_TURN_RIGHT I_RUN I_TURN_RIGHT I_JUMP I_TURN_RIGHT I_JUMP I_TURN_RIGHT I_JUMP I_TURN_RIGHT I_JUMP I_TURN_RIGHT I_JUMP I_TURN_RIGHT I_JUMP I_TURN_RIGHT I_JUMP I_TURN_RIGHT I_JUMP"
}
] |
[
{
"from": "human",
"value": "Q: In this task, you're given a statement, and three sentences as choices. Your job is to determine which sentence clearly disagrees with the statement. Indicate your answer as '1', '2', or '3' corresponding to the choice number of the selected sentence.\nStatement: Some say the mark is a serious stigma, others call it a joke, reports the Chronicle of Higher Education . Most administrations do their best to reform after receiving the citation. Choices: 1. Opinions on the mark are mixed. 2. The mark is well liked and respected; it is taken seriously by all who receive it. 3. The mark is controversial.\nA:"
},
{
"from": "gpt",
"value": "2"
}
] |
[
{
"from": "human",
"value": "In this task, you are given two strings A,B. Find the longer of the two lists, convert it to lowercase, and return all the unique alphabets used in it. The two input strings are never equal.\n\nInput: Consider Input: mfmTJVWEpvMSgZdZ, JImebVWEpvMSgZxOq\n\nOutput: b, e, g, i, j, m, o, p, q, s, v, w, x, z\n\n\nInput: Consider Input: fODixmojbqiVuN, qpmmsYHpTDixmojbqiVQVQtLlTZjU\n\nOutput: b, d, h, i, j, l, m, o, p, q, s, t, u, v, x, y, z\n\n\nInput: Consider Input: utkpmQJiULMCjjAYBa, yvEpmQJiULMDZldsx\n\n"
},
{
"from": "gpt",
"value": "Output: a, b, c, i, j, k, l, m, p, q, t, u, y\n\n\n"
}
] |
[
{
"from": "human",
"value": "In this task, you are given text for US Congressional and California state bills, your task is to generate a summary for this bill.\n\n[Q]: SECTION 1. SHORT TITLE.\n\n This Act may be cited as the ``Colonial New Mexico Commemorative \nAct''.\n\nSEC. 2. FINDINGS AND PURPOSE.\n\n (a) Findings.--Congress finds that--\n (1) in 1598, almost a decade before the first permanent \n English settlement was established at Jamestown, Spanish \n colonists entered New Mexico, beginning more than 2 centuries \n of colonization that would indelibly mark the character of the \n American Southwest;\n (2) because of the flow of history, New Mexico has remained \n a unique area of the Spanish borderlands;\n (3) as a result of its remoteness, New Mexico changed more \n slowly than other settlements and has retained many significant \n remnants of colonial customs, language, and attitudes; and\n (4) the interaction of the American Indian and Hispanic \n colonial heritages resulted in customs, architecture, and many \n other manifestations that are unique to today's American \n culture.\n (b) Purpose.--In order to enhance the preservation, interpretation, \nand public understanding of various aspects of colonial New Mexico, the \npurpose of this Act is to authorize the Secretary of the Interior to \nformulate a program for the research, interpretation, and preservation \nof various aspects of colonial New Mexico history.\n\nSEC. 3. DEFINITIONS.\n\n As used in this Act:\n (1) Committee.--The term ``Committee'' means the Colonial \n New Mexico Preservation Advisory Committee established by \n section 6.\n (2) Plan.--The term ``plan'' means the comprehensive \n management plan described in section 5.\n (3) Secretary.--The term ``Secretary'' means the Secretary \n of the Interior.\n\nSEC. 4. DUTIES OF SECRETARY.\n\n (a) Plan.--\n (1) Preparation.--The Secretary shall prepare the \n comprehensive management plan in accordance with section 5.\n (2) Implementation.--In close consultation with the Office \n of Cultural Affairs of the State of New Mexico and the \n Committee, the Secretary shall--\n (A) coordinate the activities of Federal, State, \n and local governments, and private businesses and \n organizations, to carry out the plan and the purpose of \n this Act; and\n (B) consistent with standards established by the \n Secretary for the preservation of historic properties \n and for educational programs, and consistent with the \n National Historic Preservation Act (16 U.S.C. 470 et \n seq.), prepare guidelines and standards for projects, \n as identified in the plan, that will further public \n understanding of colonial New Mexico history.\n (b) Grants.--\n (1) In general.--From funds appropriated, donated, or \n otherwise made available to the Secretary, the Secretary shall \n award grants to tribal, governmental, and nongovernmental \n entities to conserve and protect structures, objects, and \n sites, and help support cultural events, that have outstanding \n significance in the commemoration of colonial New Mexico, \n except that the Federal share shall not exceed 50 percent of \n the cost of each project.\n (2) Non-federal share.--The non-Federal share may be in the \n form of cash or services, including donation of labor for \n project implementation.\n (c) Surveys and Archaeological Investigations.--The Secretary shall \ncontract for surveys and archaeological and historical investigations \nof sites relating to colonial New Mexico, including the preparation of \nreports and maps, and the curation of artifacts.\n (d) Publications.--The Secretary shall publish study reports and \neducational materials.\n (e) Nominations to National Register of Historic Places.--The \nSecretary shall prepare thematic nominations to the National Register \nof Historic Places of colonial sites and resources in New Mexico.\n (f) Staff of Other Agencies.--On a reimbursable basis, the \nSecretary may procure the services of personnel detailed from the State \nof New Mexico or other Federal agencies.\n (g) Donations.--The Secretary may seek and accept donations of \nfunds or services from public and private entities to carry out this \nAct.\n\nSEC. 5. COMPREHENSIVE MANAGEMENT PLAN.\n\n (a) In General.--Not later than 2 years after funds are made \navailable for purposes of this Act, the Secretary, in consultation with \nthe Committee, the State of New Mexico, units of local government, and \nprivate groups, shall prepare a comprehensive management plan to \nprovide direction for commemorative actions and projects.\n (b) Contents.--The plan shall--\n (1) establish a process and procedures for undertaking \n research relating to colonial New Mexico and a program for \n regular publication of research materials and findings;\n (2) develop a survey program to further evaluate known \n resources and identify sites and features that require \n additional study;\n (3) identify a core system of interpretive sites and \n features that would provide a comprehensive overview of the \n colonial New Mexico story;\n (4) prepare interpretive materials to address the colonial \n New Mexico story and identify locations where this material \n will be available to the public;\n (5) evaluate and recommend high priority sites and \n resources that need protection and assistance;\n (6) with the assistance of site owners, prepare options for \n the protection and management of high priority colonial New \n Mexico resources;\n (7) evaluate and recommend highway routes, in existence on \n the date of the plan, that could be designated by the State of \n New Mexico as colonial New Mexico tour routes; and\n (8) evaluate the feasibility of and need for developing \n commemorative centers in New Mexico in accordance with section \n 7(a).\n\nSEC. 6. ESTABLISHMENT OF ADVISORY COMMITTEE.\n\n (a) In General.--There is established in the Department of the \nInterior the Colonial New Mexico Preservation Advisory Committee to \nadvise the Secretary with respect to the administration of this Act.\n (b) Membership.--\n (1) Composition.--The Committee shall be composed of 15 \n members who have knowledge of New Mexico colonial history and \n culture and who shall be appointed by the Secretary, of whom--\n (A) three members shall be appointed from \n recommendations submitted by the Governor of New \n Mexico, of whom one member shall represent the Office \n of Cultural Affairs of the State of New Mexico;\n (B) one member shall be appointed from \n recommendations submitted by the All Indian Pueblo \n Council;\n (C) one member--\n (i) shall be from the general public; and\n (ii) shall have knowledge of colonial \n history in New Mexico;\n (D) four members--\n (i) shall be appointed from recommendations \n submitted by local governments in New Mexico; \n and\n (ii) shall represent Hispanic communities;\n (E) one member shall be appointed from \n recommendations submitted by the President of the \n University of New Mexico;\n (F) one member shall be appointed from \n recommendations submitted by the President of New \n Mexico State University;\n (G) one member shall be appointed from \n recommendations jointly submitted by the Navajo and \n Apache tribal governments;\n (H) one member shall have professional expertise in \n the colonial history of New Mexico;\n (I) one member shall have professional expertise in \n architectural history; and\n (J) one member shall be the Secretary or the \n Secretary's designee and shall serve in an ex-officio \n capacity.\n (2) Chairperson.--\n (A) In general.--The Committee shall elect a \n chairperson from among its members.\n (B) Term.--The chairperson shall serve for a term \n of 2 years.\n (3) Vacancies.--A vacancy in the Committee shall be filled \n in the manner in which the original appointment was made.\n (4) Terms.--\n (A) In general.--Each member of the Committee shall \n be appointed for a term of 5 years.\n (B) Members filling vacancies.--A member appointed \n to fill a vacancy shall serve for the remainder of the \n term for which the member's predecessor was appointed.\n (C) Extended service.--A member of the Committee \n may serve after the expiration of the member's term \n until a successor is appointed.\n (5) Compensation.--Members of the Committee shall serve \n without compensation.\n (6) Travel expenses.--While away from their homes or \n regular places of business in the performance of services for \n the Committee, members of the Committee shall be allowed travel \n expenses, including per diem in lieu of subsistence, in the \n same manner as persons employed intermittently in the \n Government service are allowed expenses under section 5703 of \n title 5, United States Code.\n (c) Meetings.--\n (1) In general.--The Committee shall meet at least twice \n annually or at the call of the chairperson or a majority of the \n members of the Committee.\n (2) Quorum.--A simple majority of members of the Committee \n shall constitute a quorum.\n (d) Hearings.--To carry out this section, the Committee may hold \npublic hearings, take testimony, and record the views of the public \nregarding the plan and implementation of the plan.\n (e) Termination.--The Committee shall terminate 10 years after \ncompletion of the appointment of the first group of members.\n\nSEC. 7. COMMEMORATIVE CENTERS.\n\n (a) In General.--\n (1) In general.--The Secretary may develop commemorative \n centers, operate educational programs, provide technical \n assistance, conduct cultural events, and prepare media \n materials, except that the Federal share of a project shall not \n exceed 50 percent of the total cost of development.\n (2) Non-federal share.--The non-Federal share may be in the \n form of cash or services.\n (b) Espanola Plaza Center.--\n (1) In general.--In consultation with the Committee, the \n Secretary may pay to the city of Espanola, New Mexico, the \n Federal share of planning, developing, and operating a \n commemorative center as an element of the Spanish Commemorative \n Plaza.\n (2) Federal share.--The Federal share may not exceed 50 \n percent of the total cost of the Espanola Plaza project.\n (3) Non-federal share.--The non-Federal share may be in the \n form of cash or services.\n\nSEC. 8. GALISTEO BASIN STUDY.\n\n In accordance with the National Park Service document entitled \n``Alternative Concepts for Commemorating Spanish Colonization'' and \ndated February 1991, the Secretary shall undertake a special resource \nstudy of the major prehistoric and historic sites in the Galisteo Basin \nrelating to colonial New Mexico. The study shall include evaluations of \nsignificance, site integrity, threats, and protection and management \noptions.\n\nSEC. 9. PUEBLO TRAIL.\n\n (a) Redesignation.--The Masau Trail, as designated by title II of \nPublic Law 100-225 (16 U.S.C. 460uu-11 et seq.), is redesignated as the \nPueblo Trail.\n (b) Legal References.--Any reference in any record, map, or other \ndocument of the United States to the Masau Trail is deemed to be a \nreference to the Pueblo Trail.\n (c) Conforming Amendments.--\n (1) The title heading of title II of Public Law 100-225 (16 \n U.S.C. 460uu-11 et seq.) is amended by striking ``MASAU'' and \n inserting ``PUEBLO''.\n (2) Public Law 100-225 (16 U.S.C. 460uu et seq.) is amended \n by striking ``Masau'' each place it appears in sections 201, \n 204, and 510 and inserting ``Pueblo''.\n\nSEC. 10. ANNUAL REPORTS.\n\n (a) In General.--The Secretary shall submit an annual report to \nCongress that lists with respect to this Act--\n (1) actions taken by the Secretary;\n (2) entities to which any grants were made during the \n fiscal year and any recipients of technical assistance; and\n (3) actions taken to protect and interpret significant \n sites, structures, and objects relating to colonial New Mexico.\n (b) Cost Estimates.--The report shall include detailed cost \nestimates of projects that are proposed to be funded under this Act \nduring the next fiscal year.\n\nSEC. 11. AUTHORIZATION OF APPROPRIATIONS.\n\n There are authorized to be appropriated to the Department of the \nInterior $5,000,000 to carry out this Act, to remain available until \nexpended.\n[A]: Colonial New Mexico Commemorative Act - Directs the Secretary of the Interior to prepare a comprehensive management plan to: (1) establish procedures for undertaking research relating to colonial New Mexico and a program for publication of research; (2) develop a survey to evaluate known resources and identify features that require additional study; (3) identify a core system of interpretive sites that would provide a comprehensive overview of the colonial New Mexico story; (4) prepare interpretive materials to address the colonial New Mexico story to be made available to the public; (5) recommend high priority sites that need protection and assistance; (6) prepare options for the management of priority New Mexico resources; (7) recommend highway routes that could be designated as colonial New Mexico tour routes; and (8) evaluate the feasibility of and need for developing commemorative centers in New Mexico. \nRequires the Secretary to award grants to tribal, governmental, and nongovernmental entities to conserve and protect structures, objects, and sites, and help support cultural events, that have significance in the commemoration of colonial New Mexico. Directs the Secretary to prepare thematic nominations to the National Register of Historic Places of colonial sites and resources in New Mexico. \nEstablishes the Colonial New Mexico Preservation Advisory Committee in the Department of the Interior. \nAuthorizes the Secretary to: (1) develop commemorative centers, operate educational programs, provide technical assistance, conduct cultural events, and prepare media materials; and (2) pay to the city of Espanola, New Mexico, the Federal share of planning and operating a commemorative center as an element of the Spanish Commemorative Plaza. \nDirects the Secretary to undertake a special resource study of the major prehistoric and historic sites in the Galisteo Basin relating to colonial New Mexico. \nAuthorizes appropriations. \nRedesignates the Masau Trail as the Pueblo Trail.\n\n\n[Q]: SECTION 1. SHORT TITLE.\n\n This Act may be cited as the ``James Guelff Body Armor Act of \n1999''.\n\nSEC. 2. FINDINGS.\n\n Congress finds that--\n (1) nationally, police officers and ordinary citizens are \n facing increased danger as criminals use more deadly weaponry, \n body armor, and other sophisticated assault gear;\n (2) crime at the local level is exacerbated by the \n interstate movement of body armor and other assault gear;\n (3) there is a traffic in body armor moving in or otherwise \n affecting interstate commerce, and existing Federal controls \n over such traffic do not adequately enable the States to \n control this traffic within their own borders through the \n exercise of their police power;\n (4) recent incidents, such as the murder of San Francisco \n Police Officer James Guelff by an assailant wearing 2 layers of \n body armor and a 1997 bank shoot out in north Hollywood, \n California, between police and 2 heavily armed suspects \n outfitted in body armor, demonstrate the serious threat to \n community safety posed by criminals who wear body armor during \n the commission of a violent crime;\n (5) of the approximately 1,200 officers killed in the line \n of duty since 1980, more than 30 percent could have been saved \n by body armor, and the risk of dying from gunfire is 14 times \n higher for an officer without a bulletproof vest;\n (6) the Department of Justice has estimated that 25 percent \n of State and local police are not issued body armor;\n (7) the Federal Government is well-equipped to grant local \n police departments access to body armor that is no longer \n needed by Federal agencies; and\n (8) Congress has the power, under the interstate commerce \n clause and other provisions of the Constitution of the United \n States, to enact legislation to regulate interstate commerce \n that affects the integrity and safety of our communities.\n\nSEC. 3. DEFINITIONS.\n\n In this Act:\n (1) Body armor.--The term ``body armor'' means any product \n sold or offered for sale, in interstate or foreign commerce, as \n personal protective body covering intended to protect against \n gunfire, regardless of whether the product is to be worn alone \n or is sold as a complement to another product or garment.\n (2) Law enforcement agency.--The term ``law enforcement \n agency'' means an agency of the United States, a State, or a \n political subdivision of a State, authorized by law or by a \n Government agency to engage in or supervise the prevention, \n detection, investigation, or prosecution of any violation of \n criminal law.\n (3) Law enforcement officer.--The term ``law enforcement \n officer'' means any officer, agent, or employee of the United \n States, a State, or a political subdivision of a State, \n authorized by law or by a Government agency to engage in or \n supervise the prevention, detection, investigation, or \n prosecution of any violation of criminal law.\n\nSEC. 4. AMENDMENT OF SENTENCING GUIDELINES WITH RESPECT TO BODY ARMOR.\n\n (a) Sentencing Enhancement.--The United States Sentencing \nCommission shall amend the Federal sentencing guidelines to provide an \nappropriate sentencing enhancement, increasing the offense level not \nless than 2 levels, for any offense in which the defendant used body \narmor.\n (b) Applicability.--No amendment made to the Federal Sentencing \nGuidelines pursuant to this section shall apply if the Federal offense \nin which the body armor is used constitutes a violation of, attempted \nviolation of, or conspiracy to violate the civil rights of any person \nby a law enforcement officer acting under color of the authority of \nsuch law enforcement officer.\n\nSEC. 5. PROHIBITION OF PURCHASE, USE, OR POSSESSION OF BODY ARMOR BY \n VIOLENT FELONS.\n\n (a) Definition of Body Armor.--Section 921 of title 18, United \nStates Code, is amended by adding at the end the following:\n ``(35) The term `body armor' means any product sold or \n offered for sale, in interstate or foreign commerce, as \n personal protective body covering intended to protect against \n gunfire, regardless of whether the product is to be worn alone \n or is sold as a complement to another product or garment.''.\n (b) Prohibition.--\n (1) In general.--Chapter 44 of title 18, United States \n Code, is amended by adding at the end the following:\n``Sec. 931. Prohibition on purchase, ownership, or possession of body \n armor by violent felons\n ``(a) In General.--Except as provided in subsection (b), it shall \nbe unlawful for a person to purchase, own, or possess body armor, if \nthat person has been convicted of a felony that is--\n ``(1) a crime of violence (as defined in section 16); or\n ``(2) an offense under State law that would constitute a \n crime of violence if it occurred within the special maritime \n and territorial jurisdiction of the United States.\n ``(b) Exception.--\n ``(1) Application.--A person who is subject to the \n prohibition of subsection (a) whose employment, livelihood, or \n safety is dependent on the ability to possess and use body \n armor, may file a petition with the Secretary for an exception \n to the prohibition of subsection (a).\n ``(2) Action by secretary.--Upon receipt of a petition \n under paragraph (1), the Secretary may reduce or eliminate the \n prohibition of subsection (a), impose conditions on reduction \n or elimination of the prohibition, or otherwise grant relief \n from the prohibition, as the Secretary determines to be \n appropriate, based on a determination that the petitioner--\n ``(A) is likely to use body armor in a safe and \n lawful manner; and\n ``(B) has a reasonable need for such protection \n under the circumstances.\n ``(3) Factors for consideration.--In making a determination \n under paragraph (2) with respect to a petitioner, the Secretary \n shall consider--\n ``(A) any continued employment of the petitioner;\n ``(B) the interests of justice;\n ``(C) any relevant evidence; and\n ``(D) the totality of the circumstances.\n ``(4) Certified copy of permission.--The Secretary shall \n require, as a condition of granting any exception to a \n petitioner under this subsection, that the petitioner agree to \n maintain on his or her person a certified copy of the \n Secretary's permission to possess and use body armor, including \n any conditions or limitations.\n ``(5) Rule of construction.--Nothing in this subsection may \n be construed to--\n ``(A) require the Secretary to grant relief to any \n particular petitioner; or\n ``(B) imply that any relief granted by the \n Secretary under this subsection relieves any other \n person from any liability that may otherwise be \n imposed.\n ``(c) Immunity From Liability.--\n ``(1) In general.--An officer or employee of a law \n enforcement agency who enforces the prohibition specified in \n subsection (a) against a person who has been granted relief \n pursuant to subsection (b), shall be immune from any liability \n for false arrest arising from the enforcement of this section \n unless the person has in his or her possession a certified copy \n of the permission granting the person relief from the \n prohibition, as required by subsection (b)(4).\n ``(2) Rule of construction.--The immunity from liability \n described in paragraph (1) shall not relieve any person or \n entity from any other liability that may otherwise be \n imposed.''.\n (2) Clerical amendment.--The analysis for chapter 44 of \n title 18, United States Code, is amended by adding at the end \n the following:\n\n``931. Prohibition on purchase, ownership, or possession of body armor \n by violent felons.''.\n (c) Penalties.--Section 924(a) of title 18, United States Code, is \namended by adding at the end the following:\n ``(7) Whoever knowingly violates section 931 shall be fined under \nthis title, imprisoned not more than 3 years, or both.''.\n\nSEC. 6. DONATION OF FEDERAL SURPLUS BODY ARMOR TO STATE AND LOCAL LAW \n ENFORCEMENT AGENCIES.\n\n (a) Definitions.--In this section, the terms ``Federal agency'' and \n``surplus property'' have the meanings given such terms under section 3 \nof the Federal Property and Administrative Services Act of 1949 (40 \nU.S.C. 472).\n (b) Donation of Body Armor.--Notwithstanding section 203 of the \nFederal Property and Administrative Services Act of 1949 (40 U.S.C. \n484), the head of a Federal agency may donate body armor directly to \nany State or local law enforcement agency, if such body armor is--\n (1) in serviceable condition; and\n (2) surplus property.\n (c) Notice to Administrator.--The head of a Federal agency who \ndonates body armor under this section shall submit to the Administrator \nof General Services a written notice identifying the amount of body \narmor donated and each State or local law enforcement agency that \nreceived the body armor.\n (d) Donation by Certain Officers.--\n (1) Department of justice.--In the administration of this \n section with respect to the Department of Justice, in addition \n to any other officer of the Department of Justice designated by \n the Attorney General, the following officers may act as the \n head of a Federal agency:\n (A) The Administrator of the Drug Enforcement \n Administration.\n (B) The Director of the Federal Bureau of \n Investigation.\n (C) The Commissioner of the Immigration and \n Naturalization Service.\n (D) The Director of the United States Marshals \n Service.\n (2) Department of the treasury.--In the administration of \n this section with respect to the Department of the Treasury, in \n addition to any other officer of the Department of the Treasury \n designated by the Secretary of the Treasury, the following \n officers may act as the head of a Federal agency:\n (A) The Director of the Bureau of Alcohol, Tobacco, \n and Firearms.\n (B) The Commissioner of Customs.\n (C) The Director of the United States Secret \n Service.\n[A]: James Guelff Body Armor Act of 1999 - Directs the U.S. Sentencing Commission to amend the Federal sentencing guidelines to provide an appropriate enhancement, increasing the level not less than two levels, for any offense in which the defendant used body armor, with an exception involving a civil rights violation by a law enforcement officer acting under color of authority. \n(Sec. 5) Amends the Brady Handgun Violence Prevention Act to prohibit the purchase, ownership, or possession of body armor by violent felons, with a procedure for the Secretary of the Treasury to grant an exception where a person's employment, livelihood, or safety is dependent on the ability to possess and use body armor. Grants a law enforcement officer immunity from liability for false arrest arising from the enforcement of this section unless the person has in his or her possession a certified copy of the permission granting the person relief from the prohibition. Sets penalties for violations of this prohibition. \n(Sec. 6) Authorizes the head of a Federal agency to donate body armor that is surplus property and in serviceable condition directly to any State or local law enforcement agency. Allows specified officials in the Treasury and Justice Departments to act as the head of a Federal agency.\n\n\n[Q]: SECTION 1. SHORT TITLE.\n\n This Act may be cited as the ``Filipino Veterans of World War II \nCongressional Gold Medal Act''.\n\nSEC. 2. FINDINGS.\n\n Congress makes the following findings:\n (1) President Franklin Delano Roosevelt issued an order \n commissioning around 250,000 troops from the Philippines into \n active service for the United States during World War II.\n (2) The United States War Department immediately formed the \n United States Armed Forces in the Far East (USAFFE). The unit \n was made up of the United States-Philippine Military Forces of \n the Commonwealth Army, Guerrilla Units, New Philippine Scout.\n (3) The Filipino Infantry Regiment, was mostly composed of \n first-generation immigrants living along the Pacific Coast, who \n volunteered after the Japanese attack on Pearl Harbor in 1941, \n later many second-generation Filipino-American soldiers joined \n the Regiment from Hawaii.\n (4) The Philippine Scout units and the New Philippine \n Scouts were directly recruited by the United States Army for \n the war effort.\n (5) Under extremely severe occupation policies imposed by \n the Japanese, it was the anti-Japanese resistance movement that \n drew more and more Filipinos to its side and through 1943 many \n of these anti-Japanese guerrillas recovered or newly \n established liaisons with the United States Army Command of the \n Southwest Pacific Area and placed themselves under the command \n of General Douglas MacArthur.\n (6) These Filipino soldiers responded to President \n Roosevelt's call-to-arms and later fought under the American \n flag during World War II.\n (7) After the Japanese invasion in December 1941, Filipino \n and American troops literally shared the same fate at Bataan, \n Corregidor, and the ``Death March''.\n (8) Many made the ultimate sacrifice as both soldiers in \n the United States Armed Forces in the Far East and as guerilla \n fighters during the Imperial Japanese occupation of the \n Philippines.\n (9) These troops had served under the expectation that they \n would be treated as United States military servicemembers.\n (10) The Rescission Act of 1946 later passed, which stated \n that Filipino forces would not be deemed to have been active \n military.\n (11) Congress recognizes the courage and bravery of the \n Filipino and Filipino American servicemen and servicewomen who \n have fought alongside and in the United States Armed Forces.\n (12) The United States remains forever indebted to the \n bravery, valor, and dedication to country these men displayed.\n (13) Their commitment and sacrifice demonstrates a highly \n uncommon and commendable sense of patriotism and honor.\n\nSEC. 3. CONGRESSIONAL GOLD MEDAL.\n\n (a) Award Authorized.--The Speaker of the House of Representatives \nand the President pro tempore of the Senate shall make appropriate \narrangements for the award, on behalf of the Congress, of a single gold \nmedal of appropriate design to the Filipino Veterans of World War II, \ncollectively in recognition of their dedicated service during World War \nII.\n (b) Design and Striking.--For the purposes of the award referred to \nin subsection (a), the Secretary of the Treasury (hereafter in this Act \nreferred to as the ``Secretary'') shall strike the gold medal with \nsuitable emblems, devices, and inscriptions, to be determined by the \nSecretary.\n (c) Smithsonian Institution.--\n (1) In general.--Following the award of the gold medal in \n honor of the Filipino Veterans of World War II under subsection \n (a), the gold medal shall be given to the Smithsonian \n Institution, where it will be displayed as appropriate and made \n available for research.\n (2) Sense of congress.--It is the sense of Congress that \n the Smithsonian Institution should make the gold medal received \n under paragraph (1) available for display elsewhere, \n particularly at other appropriate locations associated with the \n Filipino Veterans of World War II.\n\nSEC. 4. DUPLICATE MEDALS.\n\n Under such regulations as the Secretary may prescribe, the \nSecretary may strike and sell duplicates in bronze of the gold medal \nstruck under section 3, at a price sufficient to cover the costs of the \nmedals, including labor, materials, dies, use of machinery, and \noverhead expenses.\n\nSEC. 5. STATUS OF MEDALS.\n\n (a) National Medals.--Medals struck pursuant to this Act are \nnational medals for purposes of chapter 51 of title 31, United States \nCode.\n (b) Numismatic Items.--For purposes of section 5134 of title 31, \nUnited States Code, all medals struck under this Act shall be \nconsidered to be numismatic items.\n\nSEC. 6. AUTHORIZATION OF APPROPRIATIONS; PROCEEDS OF SALE.\n\n (a) Authorization of Appropriations.--There is authorized to be \ncharged against the United States Mint Public Enterprise Fund, an \namount not to exceed $30,000 to pay for the cost of the medal \nauthorized under section 3.\n (b) Proceeds of the Sale.--Amounts received from the sale of \nduplicate bronze medals under section 4 shall be deposited in the \nUnited States Mint Public Enterprise Fund.\n\nSEC. 7. DEFINITION.\n\n For purposes of this Act, the term ``Filipino Veterans of World War \nII'' shall apply to anyone who served honorably--\n (1) in an active-duty status under the command of the \n United States Armed Forces in the Far East; or\n (2) within the Philippine Army, the Philippine Scouts, or \n recognized guerrilla units, at any time during the period \n beginning September 1, 1939, and ending December 31, 1946.\n[A]:"
},
{
"from": "gpt",
"value": "Filipino Veterans of World War II Congressional Gold Medal Act - Directs the Speaker of the House of Representatives and the President pro tempore of the Senate to make arrangements for the award, on behalf of Congress, of a single gold medal collectively to the Filipino Veterans of World War II (Veterans) in recognition of their dedicated service during such War. States that such medal shall be given to the Smithsonian Institution (Smithsonian) for display. Expresses the sense of Congress that the Smithsonian should make the medal available for display elsewhere, particularly at locations associated with the Veterans.\n\n\n"
}
] |
[
{
"from": "human",
"value": "Definition: In this task, you will be presented with a question in Dutch language, and you have to write the part-of-speech tag for each word and punctuation in the question. Here is the list of part-of-speech tags used in this task: Adj: Adjective, Adv: Adverb, Art: Article, Conj: Conjunction, Int: Interjection, N: Noun, V: Verb, Num: Number, Misc: Miscellaneous, Pron: Pronoun, Prep: Preposition, Punc: Punctuation.\nInput: Het is ook de enige formule om alle informatica-initiatieven van de Vlaamse regering volledig te laten renderen .\nOutput:"
},
{
"from": "gpt",
"value": "Pron V Adv Art Adj N Conj Pron N Prep Art Adj N Adj Prep V V Punc"
}
] |
[
{
"from": "human",
"value": "Given a part of privacy policy text, identify the purpose for which the user information is collected/used. The purpose should be given inside the policy text, answer as 'Not Specified' otherwise\n\nQ: You can make no specified choices about the use of generic personal information by the site, which collects it for an unspecified purpose.\n\nA: Unspecified\n****\nQ: You can opt out (via a link) from the use of unspecified information by the site, which uses it for an unspecified purpose.\n\nA: Unspecified\n****\nQ: An unnamed third party does collect on the first party website or app your IP address or device IDs for targeted advertising. You can configure your privacy with third-party user settings.\n\nA:"
},
{
"from": "gpt",
"value": "Advertising\n****\n"
}
] |
[
{
"from": "human",
"value": "In this task, you're given a review from Amazon. Your task is to generate a rating for the product on a scale of 1-5 based on the review. The rating means 1: extremely poor, 2: poor, 3: neutral, 4: good, 5: extremely good.\n\nLet me give you an example: These are junk! Both bulbs have burned out within a two month period!! I cannot believe that this company can be in business with such poor quality. I have used infrared lights for my ball python for many years now and I get a varied range of months from a bulb, but I have never gone through two bulbs in a matter of two months! I am very disappointed.\nThe answer to this example can be: 1\nHere is why: The user seems very disappointed in the product. Because the bulb they ordered has been burned out earlier than usual. So, he gave 1 star to the review considering it extremely poor\n\nOK. solve this:\nI haven't had this plant very long. It looked ok when I got it, but it is already very wilted. The leaves are starting to turn brown. I'm trying to save it, but I don't have much hope. 2 Stars because it did look ok at first so maybe it's my fault.\nAnswer:"
},
{
"from": "gpt",
"value": "2"
}
] |
[
{
"from": "human",
"value": "In this task, you will be given a list of integers. You should remove all of the odd integers from the list(consider 0 an even number). If every integer in the input list is odd then an empty list (\"[]\") should be returned. Otherwise, answer with the list of even numbers separated by comma inside brackets.\n\n[-2, 81, -25, 80, 19, 82, 56, 8, -74, -60, 15]\n[-2, 80, 82, 56, 8, -74, -60]\n\n[-19, -61, -36, 39, 71]\n[-36]\n\n[77, 62, -84, 86, 97, 36, -36]\n"
},
{
"from": "gpt",
"value": "[62, -84, 86, 36, -36]\n\n"
}
] |
[
{
"from": "human",
"value": "Q: In this task, you are given a fact statement and question based on the fact. Your task is to generate the correct answer for the question. The answer needs to be generated using the context fact statement.\nFact: tuna eat fish. Question: One of tunas favorite prey is the?\nA:"
},
{
"from": "gpt",
"value": "sardine"
}
] |
[
{
"from": "human",
"value": "Detailed Instructions: Given an English language product review, determine if it is a Good Review or a Bad Review. A good review is one where the product's review has positive tone and Bad review is one where the tone of product's review is negative.\nProblem:I purchased a black case for my new white iPhone 5c, and was very disappointed to discover that once it is in it, there are little openings that allow any dust or particles trapped inside the case, so you have this constant need to wipe down your phone several times. The top part of the opening also becomes stretched out somewhat after time and, therefore, slips off, leaving gaps around both ends which don't quite snap closed.\nSolution:"
},
{
"from": "gpt",
"value": "Bad review"
}
] |
[
{
"from": "human",
"value": "Part 1. Definition\nGiven a sentence, generate a new sentence by performing small changes on the sentence. Here, make sure that the changes are semantically related and syntactically similar to the input. And the generated sentence should have high commonsense plausibility, that is to have reasonable probability of it being true.\nPart 2. Example\nStimulating the mind helps the brain to grow essential neural cells .\nAnswer: Stimulating the learning helps the brain to grow new neural cells .\nExplanation: This is a good example of a change in the input. The created sentence is semantically similar to the input as both are talking about growing essential neural cells and the changes in the sentence follows the commonsense knowledge.\nPart 3. Exercise\nYou can inspect waxed dental paste to clean your teeth .\nAnswer:"
},
{
"from": "gpt",
"value": "You can grow waxed dental floss to finger your teeth ."
}
] |
[
{
"from": "human",
"value": "Q: In this task, you need to remove all words of a given length in the sentence. The number of letters in a word determine its length, for example, the length of the word \"apple\" is 5.\nSentence: 'an open pizza box with a pizza inside'. Remove all words of length '6' in the given sentence.\nA:"
},
{
"from": "gpt",
"value": "an open pizza box with a pizza"
}
] |
[
{
"from": "human",
"value": "Detailed Instructions: Given a scientific question, generate a correct answer to it.\nQ: How many alleles comes from each parent?\nA:"
},
{
"from": "gpt",
"value": "one"
}
] |
[
{
"from": "human",
"value": "In this task, you need to answer the given multiple-choice question on the physics. Classify your answers into 'a', 'b', 'c', 'd', and 'e'.\n\nProblem: a swimmer can swim in still water at 4 km / h . if the speed of the water current is 2 km / h , how many hours will the swimmer take to swim against the current for 5 km ? \nOptions: a ) 2.0 , b ) 2.5 , c ) 3.0 , d ) 3.5 , e ) 4.0"
},
{
"from": "gpt",
"value": "b"
}
] |
[
{
"from": "human",
"value": "Given a set of four words, generate the category that the words belong to. Words are separated by commas. The possible categories are social gathering, accomodation, physical property, measurement unit, corporate, nutritional value, boats, police punishment, location (proximity), card games, outdoor sport activity, military rank, baby animals, weather, consumer product, animals, boxing terminology, food, chocolate food, bird, type of sandwich, date status, body part, ocean, employment activity, moral characteristic, elements, poker, computers, construction, guitar part, shady activities, physical activity, kitchenware, temperature, type of rigidity, emotional status, season, mode of transportation, window material, activity, emotional display, geographical property, fried food, store status, widespread, aesthetic characteristic, alcoholic drinks, secretary duty, direction, personal characteristic, and animal.\n\nLet me give you an example: excavator, crane, hoist, upraise\nThe answer to this example can be: construction\nHere is why: These four words are all construction equipment, such as 'excavator', 'crane', and 'hoist', or describe a common activity used in construction, such as 'upraise'.\n\nOK. solve this:\ncheck, blind, chips, deck\nAnswer:"
},
{
"from": "gpt",
"value": "poker"
}
] |
[
{
"from": "human",
"value": "You are given a sentence in Galician. Your job is to translate the Galician sentence into Spanish.\nQ: Estamos famentos de cultura.\nA: "
},
{
"from": "gpt",
"value": "Tenemos hambre de cultura."
}
] |
[
{
"from": "human",
"value": "In this task, you're given a context, further information available on a particular linked term from the statement, and an answer term. Your job is to generate a question that can use the information provided to obtain the given answer. You should use the information on both context and link information to create the question. Note that the answer to the question should be exactly the given answer, and if the answer is none, the answer to the question shouldn't be obtainable from the context or linked information.\n\n[Q]: Context: On June 28, 2017, the Los Angeles Clippers acquired Williams, Link Information: none Answer: none\n[A]: How many NBA championships have been won by the team that acquired Lou Williams on June 28, 2017?\n\n\n[Q]: Context: In 1980, Boynes was made available in the NBA expansion draft in which he was selected by the Dallas Mavericks. Link Information: none Answer: none\n[A]: How many seasons did Boynes play for the team that signed him after the New Jersey Nets?\n\n\n[Q]: Context: The United Kingdom signified its intention to leave after a membership referendum in June 2016 and is negotiating its withdrawal. Link Information: none Answer: none\n[A]:"
},
{
"from": "gpt",
"value": "Who led political movement to get the UK out of the EU?\n\n\n"
}
] |
[
{
"from": "human",
"value": "Detailed Instructions: In this task, you are given two natural language statements with similar wording. You must choose the statement that makes less sense based on common sense knowledge. A '\n' separates the statements. Use \"first\" or \"second\" to indicate which sentence makes less sense.\nProblem:The baby cried when he was injured.\nThe stone cried when it got hurt.\nSolution:"
},
{
"from": "gpt",
"value": "second"
}
] |
[
{
"from": "human",
"value": "Q: You will be given a sentence containing a pronoun/person name and an emotion. From these implicit parameters, the main goal is to find the gender of the person (male / female).\nThis girl feels ecstatic.\nA:"
},
{
"from": "gpt",
"value": "female"
}
] |
[
{
"from": "human",
"value": "In this task, you are given a text from a social media post. Your task is to classify the given post into two categories: 1) yes if the given post is potentially offensive to anyone (i.e., a subset of people, any particular person, etc.), 2) no, otherwise. Note that potentially offensive posts can contain sexual, racial, religious biased or offensive language. Warning: the examples and instances may contain offensive language.\nQ: @boxingscene nobody is ever gonna take this ass clown serious again what a lil bitch\nA: "
},
{
"from": "gpt",
"value": "Yes"
}
] |
[
{
"from": "human",
"value": "Instructions: In this task, you are given a sentence. You must judge whether a single noun or verb has been replaced with another word with the same part of speech. The inversion would result in the sentence sounding unnatural, So unnatural sentences will be considered changed. Label the instances as \"Original\" or \"Changed\" based on your judgment.\nInput: \" I don 't like him , but I 'm going to see if he 'll take me to the fake cannons . \"\nOutput:"
},
{
"from": "gpt",
"value": "Changed"
}
] |
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