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Given the task definition and input, reply with output. 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 numerical elements in the given list. Return 0 if no numerical element in the list.
['a', 'b', '3413', '7259'... | 7 | task505_count_all_numerical_elements_in_list | NIv2 | zs_opt | 5 | train |
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 numerical elements in the given list. Return 0 if no numerical element in the list.
['L', '3453', 'X', '8761', 'v', '8641', 'X', 'H', 'Q', '6883', '3359', 'Y', 'w', ... | 5 | task505_count_all_numerical_elements_in_list | NIv2 | zs_opt | 0 | train |
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 numerical elements in the given list. Return 0 if no numerical element in the list.
Q: ['3289', 'v', 'D', '4533', 'i', 'S', '2173', '1209', 't', '5909', '3451', '8987... | 15 | task505_count_all_numerical_elements_in_list | NIv2 | zs_opt | 4 | train |
Given the task definition and input, reply with output. 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 numerical elements in the given list. Return 0 if no numerical element in the list.
['A', '909', '3441']
| 2 | task505_count_all_numerical_elements_in_list | NIv2 | zs_opt | 5 | train |
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 numerical elements in the given list. Return 0 if no numerical element in the list.
Input: Consider Input: ['p', 'y', 'R', 'S', 'q', '5735', 'X', 'W', 'Y', '7271', '... | Output: 15
| task505_count_all_numerical_elements_in_list | NIv2 | fs_opt | 2 | train |
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 numerical elements in the given list. Return 0 if no numerical element in the list.
Q: ['H', 't', 'f', '6699', 'D']
A: | 1 | task505_count_all_numerical_elements_in_list | NIv2 | zs_opt | 4 | train |
Instructions: 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 numerical elements in the given list. Return 0 if no numerical element in the list.
Input: ['z', 't', 'G', 'b', 'N', 'V', 'v', '6605']
Output: | 1 | task505_count_all_numerical_elements_in_list | NIv2 | zs_opt | 3 | train |
Detailed Instructions: 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 numerical elements in the given list. Return 0 if no numerical element in the list.
Problem:['l', 'C', 'e', '6369', 'u', 'z', 'q', 'A', '7601',... | 8 | task505_count_all_numerical_elements_in_list | NIv2 | zs_opt | 8 | train |
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 numerical elements in the given list. Return 0 if no numerical element in the list.
One example: ['238', 'h', '92', 'U', '2799']
Solution is here: 3
Explanation: Here... | 6 | task505_count_all_numerical_elements_in_list | NIv2 | fs_opt | 6 | test |
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 numerical elements in the given list. Return 0 if no numerical element in the list.
[Q]: ['O', 'o', 't', 's', '9921', 'l', '2043', '5665', '3207', '3541', 'J', 'j', ... | 13
| task505_count_all_numerical_elements_in_list | NIv2 | fs_opt | 5 | validation |
In this task, you will be presented with a passage, and you need to write an **implausible** answer to to fill in the place of "_". Your answer should be incorrect, but should not be out of context. Try using words that are related to the context of the passage, but are not the correct answer. Even though there exist ... | Ars Technica | task303_record_incorrect_answer_generation | NIv2 | fs_opt | 3 | train |
Given the task definition, example input & output, solve the new input case.
In this task, you will be presented with a passage, and you need to write an **implausible** answer to to fill in the place of "_". Your answer should be incorrect, but should not be out of context. Try using words that are related to the cont... | California | task303_record_incorrect_answer_generation | NIv2 | fs_opt | 1 | train |
Given the task definition and input, reply with output. In this task, you will be presented with a passage, and you need to write an **implausible** answer to to fill in the place of "_". Your answer should be incorrect, but should not be out of context. Try using words that are related to the context of the passage, b... | CNN | task303_record_incorrect_answer_generation | NIv2 | zs_opt | 5 | train |
TASK DEFINITION: In this task, you will be presented with a passage, and you need to write an **implausible** answer to to fill in the place of "_". Your answer should be incorrect, but should not be out of context. Try using words that are related to the context of the passage, but are not the correct answer. Even th... | Washington
| task303_record_incorrect_answer_generation | NIv2 | fs_opt | 8 | train |
In this task, you will be presented with a passage, and you need to write an **implausible** answer to to fill in the place of "_". Your answer should be incorrect, but should not be out of context. Try using words that are related to the context of the passage, but are not the correct answer. Even though there exist ... | CNN
| task303_record_incorrect_answer_generation | NIv2 | fs_opt | 1 | train |
TASK DEFINITION: In this task, you will be presented with a passage, and you need to write an **implausible** answer to to fill in the place of "_". Your answer should be incorrect, but should not be out of context. Try using words that are related to the context of the passage, but are not the correct answer. Even th... | Stephen Langley
| task303_record_incorrect_answer_generation | NIv2 | fs_opt | 8 | train |
Detailed Instructions: In this task, you will be presented with a passage, and you need to write an **implausible** answer to to fill in the place of "_". Your answer should be incorrect, but should not be out of context. Try using words that are related to the context of the passage, but are not the correct answer. E... | Manchester City | task303_record_incorrect_answer_generation | NIv2 | zs_opt | 8 | train |
Detailed Instructions: In this task, you will be presented with a passage, and you need to write an **implausible** answer to to fill in the place of "_". Your answer should be incorrect, but should not be out of context. Try using words that are related to the context of the passage, but are not the correct answer. E... | CNN | task303_record_incorrect_answer_generation | NIv2 | zs_opt | 8 | train |
In this task, you will be presented with a passage, and you need to write an **implausible** answer to to fill in the place of "_". Your answer should be incorrect, but should not be out of context. Try using words that are related to the context of the passage, but are not the correct answer. Even though there exist ... | South Africa | task303_record_incorrect_answer_generation | NIv2 | fs_opt | 9 | test |
Detailed Instructions: In this task, you will be presented with a passage, and you need to write an **implausible** answer to to fill in the place of "_". Your answer should be incorrect, but should not be out of context. Try using words that are related to the context of the passage, but are not the correct answer. E... | CNN | task303_record_incorrect_answer_generation | NIv2 | fs_opt | 4 | validation |
Detailed Instructions: You are given a sentence in English. Your job is to translate the English sentence into Japanese.
Problem:And if we get the knowledge, then maybe even there's wisdom to be found.
Solution: | その知識が引き出せるなら、知恵だって見いだせるかもしれません。 | task1218_ted_translation_en_ja | NIv2 | zs_opt | 8 | train |
Teacher:You are given a sentence in English. Your job is to translate the English sentence into Japanese.
Teacher: Now, understand the problem? Solve this instance: Now, this thing has a function.
Student: | この現象にはある効果があります | task1218_ted_translation_en_ja | NIv2 | zs_opt | 6 | train |
You are given a sentence in English. Your job is to translate the English sentence into Japanese.
Q: We're not even slowing down.
A: | 成長の速度を落とすことさえしていません | task1218_ted_translation_en_ja | NIv2 | zs_opt | 4 | train |
Definition: You are given a sentence in English. Your job is to translate the English sentence into Japanese.
Input: Now don't get me wrong — I would have loved to have won the lottery instead.
Output: | でも勘違いしないでください宝くじが当たるならその方がずっと良かったです | task1218_ted_translation_en_ja | NIv2 | zs_opt | 2 | train |
You are given a sentence in English. Your job is to translate the English sentence into Japanese.
Q: I was completely fascinated by this locomotion without the brain, but at the same time so frustrated.
A: | 脳からの指示なしに歩行できたことにとても感動しました脳からの指示なしに歩行できたことにとても感動しましたしかし同時に歯がゆい思いもしました | task1218_ted_translation_en_ja | NIv2 | zs_opt | 4 | train |
You are given a sentence in English. Your job is to translate the English sentence into Japanese.
Example Input: There's an entire weight of history vis-a-vis aid that now needs to be reexamined.
Example Output: 多くの歴史が援助に相対してもう一度見直されなければなりません。
Example Input: First, we've got to be ready and willing to take experts on... | 顔にはあらゆる感覚が集中しています特別な感覚 ― 視覚聴覚嗅覚味覚そして言葉を発する口があります
| task1218_ted_translation_en_ja | NIv2 | fs_opt | 3 | train |
Instructions: You are given a sentence in English. Your job is to translate the English sentence into Japanese.
Input: Let's think about, for example, scientists that are already at the top of their careers.
Output: | 例えば既にキャリアの頂点にいる科学者を考えてみましょう | task1218_ted_translation_en_ja | NIv2 | zs_opt | 3 | train |
You are given a sentence in English. Your job is to translate the English sentence into Japanese.
It's not quite finished yet. | まだ完全に完成していませんが | task1218_ted_translation_en_ja | NIv2 | zs_opt | 0 | train |
You are given a sentence in English. Your job is to translate the English sentence into Japanese.
Example input: And it was primarily because Kiribati realized that this was in their own self-interest to do this.
Example output: 第一にキリバス共和国が彼ら自身の利益になると理解したからです
Example explanation: The English sentence is correctly tran... | 例えば英語ではQという文字の次にはどの文字が来るでしょう | task1218_ted_translation_en_ja | NIv2 | fs_opt | 3 | test |
Teacher:You are given a sentence in English. Your job is to translate the English sentence into Japanese.
Teacher: Now, understand the problem? Solve this instance: Cities are fundamentally about people, and where people go and where people meet are at the core of what makes a city work.
Student: | 都市は本来人々で成り立っていますそして人々が行く場所出会う場所それらが都市が都市として機能する中心にあります | task1218_ted_translation_en_ja | NIv2 | zs_opt | 6 | validation |
We would like you to classify each of the following sets of argument pairs (discussing Death Penalty) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the same FACET. A F... | Similar
| task145_afs_argument_similarity_death_penalty | NIv2 | fs_opt | 1 | train |
We would like you to classify each of the following sets of argument pairs (discussing Death Penalty) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the same FACET. A F... | Similar | task145_afs_argument_similarity_death_penalty | NIv2 | fs_opt | 9 | train |
instruction:
We would like you to classify each of the following sets of argument pairs (discussing Death Penalty) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the sa... | Similar
| task145_afs_argument_similarity_death_penalty | NIv2 | fs_opt | 9 | train |
We would like you to classify each of the following sets of argument pairs (discussing Death Penalty) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the same FACET. A F... | Solution: Not similar | task145_afs_argument_similarity_death_penalty | NIv2 | fs_opt | 5 | train |
Definition: We would like you to classify each of the following sets of argument pairs (discussing Death Penalty) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the sam... | Not similar | task145_afs_argument_similarity_death_penalty | NIv2 | zs_opt | 2 | train |
Instructions: We would like you to classify each of the following sets of argument pairs (discussing Death Penalty) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the s... | Not similar | task145_afs_argument_similarity_death_penalty | NIv2 | zs_opt | 3 | train |
We would like you to classify each of the following sets of argument pairs (discussing Death Penalty) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the same FACET. A F... | Not similar
| task145_afs_argument_similarity_death_penalty | NIv2 | fs_opt | 0 | train |
Teacher: We would like you to classify each of the following sets of argument pairs (discussing Death Penalty) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the same F... | Similar | task145_afs_argument_similarity_death_penalty | NIv2 | fs_opt | 2 | train |
We would like you to classify each of the following sets of argument pairs (discussing Death Penalty) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the same FACET. A F... | Not similar
****
| task145_afs_argument_similarity_death_penalty | NIv2 | fs_opt | 4 | test |
Definition: We would like you to classify each of the following sets of argument pairs (discussing Death Penalty) into either SIMILAR or NOT SIMILAR. A pair of arguments is considered SIMILAR if the arguments are about the same FACET (making the same argument), and is considered NOT SIMILAR if they do not have the sam... | Not similar | task145_afs_argument_similarity_death_penalty | NIv2 | zs_opt | 2 | validation |
instruction:
In this task, you are given an input i,A where i is an integer and A is an array. You need to find every ith element of A starting with the 1st element.
question:
13, ['J', '3227', 'y', 'K', 'o', 'T', 'K', '891', 'Q', 'v', 'E', '7421', '6137', '2137', '3663', '2345', '2303', '6749', 'T', '3031', 'I', 'W', ... | n, E, 6763, 9133, 6441, J, 4011, p, j, k, W
| task1542_every_ith_element_from_starting | NIv2 | fs_opt | 9 | train |
Detailed Instructions: In this task, you are given an input i,A where i is an integer and A is an array. You need to find every ith element of A starting with the 1st element.
Q: 4, ['6035', '3173', '5459', '8163', 'I', '7513', 'u', '5967', 't', 'H', 'o', 'q', 'j', '4843', '1109', '1479', '7691']
A: | 6035, I, t, j, 7691 | task1542_every_ith_element_from_starting | NIv2 | zs_opt | 9 | train |
In this task, you are given an input i,A where i is an integer and A is an array. You need to find every ith element of A starting with the 1st element.
[EX Q]: 3, ['5407', 'S', 'T', 'E', '2523', 'p', 'C', '3959', '4747', 'M', 'T']
[EX A]: 5407, E, C, M
[EX Q]: 2, ['N', '3757', 'Z', 'w', '6147', '9275', 'C', 'E', 'o'... | U, 9983, A
| task1542_every_ith_element_from_starting | NIv2 | fs_opt | 6 | train |
In this task, you are given an input i,A where i is an integer and A is an array. You need to find every ith element of A starting with the 1st element.
Q: 3, ['I', 'i', '7875', 'i', 'C', 'L', '8725', '2077', '533', '2635', 'v', 'X', '6961', 'z', 'd', 'g', '8251', '7861']
A: | I, i, 8725, 2635, 6961, g | task1542_every_ith_element_from_starting | NIv2 | zs_opt | 4 | train |
Detailed Instructions: In this task, you are given an input i,A where i is an integer and A is an array. You need to find every ith element of A starting with the 1st element.
Problem:1, ['q', 'W', '3371', '3681', 'T', 'v', '5957']
Solution: | q, W, 3371, 3681, T, v, 5957 | task1542_every_ith_element_from_starting | NIv2 | zs_opt | 8 | train |
In this task, you are given an input i,A where i is an integer and A is an array. You need to find every ith element of A starting with the 1st element.
Example Input: 22, ['n', 'y', 'a', 'E', 'K', 'W', '7871', '5897', 'e', 'g', '2661', '5799', '185', '9323', '6105', 'y', 'M', 'N', '3153', '4437', '5791', 'k', 'g', '9... | G, j, 7833
| task1542_every_ith_element_from_starting | NIv2 | fs_opt | 3 | train |
In this task, you are given an input i,A where i is an integer and A is an array. You need to find every ith element of A starting with the 1st element.
Let me give you an example: 3, ['a', '34', 'f', '931', '7', '3432', '13245', '762']
The answer to this example can be: a, 931, 13245
Here is why: Here, every 3rd elem... | 4179, 251, d | task1542_every_ith_element_from_starting | NIv2 | fs_opt | 8 | train |
Given the task definition, example input & output, solve the new input case.
In this task, you are given an input i,A where i is an integer and A is an array. You need to find every ith element of A starting with the 1st element.
Example: 3, ['a', '34', 'f', '931', '7', '3432', '13245', '762']
Output: a, 931, 13245
Her... | y, Q, 3413, u, a, 4981 | task1542_every_ith_element_from_starting | NIv2 | fs_opt | 1 | train |
Instructions: In this task, you are given an input i,A where i is an integer and A is an array. You need to find every ith element of A starting with the 1st element.
Input: 5, ['4027', '5889', 'I', 'E', 'D', '6579', '4305', '9315', '8681', '5479', '9909', '4583', '9565', 'O', 'u', 'k', '4007', '3313', 'y', 't', 'w', '... | 4027, 6579, 9909, k, w | task1542_every_ith_element_from_starting | NIv2 | zs_opt | 3 | test |
Detailed Instructions: In this task, you are given an input i,A where i is an integer and A is an array. You need to find every ith element of A starting with the 1st element.
See one example below:
Problem: 3, ['a', '34', 'f', '931', '7', '3432', '13245', '762']
Solution: a, 931, 13245
Explanation: Here, every 3rd ele... | o, I, 8873, 6747, p, Q, S, 4725, 5755, 5693, r, 5539, 6919 | task1542_every_ith_element_from_starting | NIv2 | fs_opt | 4 | validation |
Given the task definition and input, reply with output. Given a fact, create a question that can be answered using the fact. Construct the question such that it is unambiguous, has a unique answer and the answer can be given using the fact.
Fact: smell is used for finding food by some animals
| Some animals are aided in finding food sources by? | task1398_obqa_question_generation | NIv2 | zs_opt | 5 | train |
Teacher: Given a fact, create a question that can be answered using the fact. Construct the question such that it is unambiguous, has a unique answer and the answer can be given using the fact.
Teacher: Now, understand the problem? If you are still confused, see the following example:
Fact: deep sea animals live deep i... | Bringing a stray dog to live at your house when it lived outside all its life will be hard for it at first, but eventually, it will? | task1398_obqa_question_generation | NIv2 | fs_opt | 2 | train |
Given a fact, create a question that can be answered using the fact. Construct the question such that it is unambiguous, has a unique answer and the answer can be given using the fact.
Fact: Matter in the solid phase has definite shape
Which form can be made into a triangle?
Fact: seed dispersal is when the seeds of ... | evaporation is the first stage in the what cycle?
| task1398_obqa_question_generation | NIv2 | fs_opt | 0 | train |
Given a fact, create a question that can be answered using the fact. Construct the question such that it is unambiguous, has a unique answer and the answer can be given using the fact.
Fact: as light pollution increases , seeing the stars will be harder | A quiet desert town will see more _____ than a big city will.? | task1398_obqa_question_generation | NIv2 | zs_opt | 0 | train |
Given a fact, create a question that can be answered using the fact. Construct the question such that it is unambiguous, has a unique answer and the answer can be given using the fact.
Ex Input:
Fact: the moon is the celestial object that is closest to the Earth
Ex Output:
This white object is visible due to being cl... | Ethanol sometimes might be?
| task1398_obqa_question_generation | NIv2 | fs_opt | 1 | train |
Given a fact, create a question that can be answered using the fact. Construct the question such that it is unambiguous, has a unique answer and the answer can be given using the fact.
Q: Fact: if members of a species are born then the population of that species increases
A: if members of a species are born then the ... | What contains seeds?
****
| task1398_obqa_question_generation | NIv2 | fs_opt | 4 | train |
Given a fact, create a question that can be answered using the fact. Construct the question such that it is unambiguous, has a unique answer and the answer can be given using the fact.
Input: Consider Input: Fact: if two animals have the same food source then those two animals compete for food
Output: Which are in op... | Output: Which of these is usually green in color?
| task1398_obqa_question_generation | NIv2 | fs_opt | 2 | train |
Given a fact, create a question that can be answered using the fact. Construct the question such that it is unambiguous, has a unique answer and the answer can be given using the fact.
Q: Fact: veins transport nutrients throughout the body
A: A creature is able to receive nutriment throughout their limbs due to?
****... | Which likely can hydrate without moving?
****
| task1398_obqa_question_generation | NIv2 | fs_opt | 4 | train |
Teacher:Given a fact, create a question that can be answered using the fact. Construct the question such that it is unambiguous, has a unique answer and the answer can be given using the fact.
Teacher: Now, understand the problem? Solve this instance: Fact: birds sometimes eat seeds
Student: | While robins refuse to eat much aside from insects, worms and fruit, most birds can make a nice meal out of? | task1398_obqa_question_generation | NIv2 | zs_opt | 6 | test |
Given a fact, create a question that can be answered using the fact. Construct the question such that it is unambiguous, has a unique answer and the answer can be given using the fact.
Q: Fact: An example of a fossil is a paw print in rock
A: | An example of a fossil is a paw print in what? | task1398_obqa_question_generation | NIv2 | zs_opt | 4 | validation |
In this task, you are given a question and a corresponding answer. Your task is to generate a fact statement that is useful in answering the given question.
Example: Question: Frilled sharks and angler fish live far beneath the surface of the ocean, which is why they are known as? Answer: deep sea fish
Example solution... | Solution: an animal knows how to do instinctive behaviors when it is born | task1401_obqa_sentence_generation | NIv2 | fs_opt | 5 | train |
In this task, you are given a question and a corresponding answer. Your task is to generate a fact statement that is useful in answering the given question.
Example: Question: Frilled sharks and angler fish live far beneath the surface of the ocean, which is why they are known as? Answer: deep sea fish
Example solution... | Solution: winter in the Northern Hemisphere is during the summer in the Southern Hemisphere | task1401_obqa_sentence_generation | NIv2 | fs_opt | 5 | train |
In this task, you are given a question and a corresponding answer. Your task is to generate a fact statement that is useful in answering the given question.
Q: Question: An example of a disperser could be? Answer: giving out an even amount of Fruit Loops to each of my classmates.
A: | a disperser disperses | task1401_obqa_sentence_generation | NIv2 | zs_opt | 4 | train |
Detailed Instructions: In this task, you are given a question and a corresponding answer. Your task is to generate a fact statement that is useful in answering the given question.
Problem:Question: Some animals are housed? Answer: in public exhibitions for viewing.
Solution: | some animals live in zoo exhibits | task1401_obqa_sentence_generation | NIv2 | zs_opt | 8 | train |
You will be given a definition of a task first, then some input of the task.
In this task, you are given a question and a corresponding answer. Your task is to generate a fact statement that is useful in answering the given question.
Question: A seed is dispersed when it is? Answer: away from the original plant.
Outpu... | seed dispersal is when the seeds of a plant are moved from the plant to a new environment | task1401_obqa_sentence_generation | NIv2 | zs_opt | 1 | train |
In this task, you are given a question and a corresponding answer. Your task is to generate a fact statement that is useful in answering the given question.
Q: Question: A blackberry bush needing to photosynthesize would have difficulty? Answer: at night.
A: | darkness has a negative impact on photosynthesis | task1401_obqa_sentence_generation | NIv2 | zs_opt | 4 | train |
Teacher:In this task, you are given a question and a corresponding answer. Your task is to generate a fact statement that is useful in answering the given question.
Teacher: Now, understand the problem? Solve this instance: Question: If a person wants to feed their pet alligator, they will stock up on? Answer: guppy.
S... | alligators eat fish | task1401_obqa_sentence_generation | NIv2 | zs_opt | 6 | train |
In this task, you are given a question and a corresponding answer. Your task is to generate a fact statement that is useful in answering the given question.
Question: A landfill? Answer: may cause an increase in loose detritus in the area. | landfills have a negative impact on the communities | task1401_obqa_sentence_generation | NIv2 | zs_opt | 0 | train |
In this task, you are given a question and a corresponding answer. Your task is to generate a fact statement that is useful in answering the given question.
Let me give you an example: Question: Frilled sharks and angler fish live far beneath the surface of the ocean, which is why they are known as? Answer: deep sea f... | if a living thing becomes too cold then that living thing will die | task1401_obqa_sentence_generation | NIv2 | fs_opt | 8 | test |
In this task, you are given a question and a corresponding answer. Your task is to generate a fact statement that is useful in answering the given question.
Example input: Question: Frilled sharks and angler fish live far beneath the surface of the ocean, which is why they are known as? Answer: deep sea fish
Example o... | height is an inherited characteristic | task1401_obqa_sentence_generation | NIv2 | fs_opt | 3 | validation |
Given the task definition and input, reply with output. In this task the focus is on physical knowledge about the world. Given the provided goal task in the input, describe a process that would lead to the asked outcome. This process often involves physical motions with objects, such as moving them, arranging them in a... | Fold cable tightly and place inside toilet paper rollers and stack those in a sideways box so you can view what cables are what. | task080_piqa_answer_generation | NIv2 | zs_opt | 5 | train |
Teacher:In this task the focus is on physical knowledge about the world. Given the provided goal task in the input, describe a process that would lead to the asked outcome. This process often involves physical motions with objects, such as moving them, arranging them in a certain way, mixing them, shaking them, etc.
T... | Use Google Translate on smartphone. | task080_piqa_answer_generation | NIv2 | zs_opt | 6 | train |
In this task the focus is on physical knowledge about the world. Given the provided goal task in the input, describe a process that would lead to the asked outcome. This process often involves physical motions with objects, such as moving them, arranging them in a certain way, mixing them, shaking them, etc.
One examp... | add the ingredients into a crock-pot all day. | task080_piqa_answer_generation | NIv2 | fs_opt | 9 | train |
Q: In this task the focus is on physical knowledge about the world. Given the provided goal task in the input, describe a process that would lead to the asked outcome. This process often involves physical motions with objects, such as moving them, arranging them in a certain way, mixing them, shaking them, etc.
Make d... | Add foil to tray and toss when done. | task080_piqa_answer_generation | NIv2 | zs_opt | 7 | train |
In this task the focus is on physical knowledge about the world. Given the provided goal task in the input, describe a process that would lead to the asked outcome. This process often involves physical motions with objects, such as moving them, arranging them in a certain way, mixing them, shaking them, etc.
One examp... | Place a capped bottle of soda at the back of the seat then put the pies on top. | task080_piqa_answer_generation | NIv2 | fs_opt | 9 | train |
You will be given a definition of a task first, then some input of the task.
In this task the focus is on physical knowledge about the world. Given the provided goal task in the input, describe a process that would lead to the asked outcome. This process often involves physical motions with objects, such as moving them... | wipe themoff. | task080_piqa_answer_generation | NIv2 | zs_opt | 1 | train |
In this task the focus is on physical knowledge about the world. Given the provided goal task in the input, describe a process that would lead to the asked outcome. This process often involves physical motions with objects, such as moving them, arranging them in a certain way, mixing them, shaking them, etc.
Q: how c... | Attach bread slices to cake with toothpicks.
****
| task080_piqa_answer_generation | NIv2 | fs_opt | 4 | train |
In this task the focus is on physical knowledge about the world. Given the provided goal task in the input, describe a process that would lead to the asked outcome. This process often involves physical motions with objects, such as moving them, arranging them in a certain way, mixing them, shaking them, etc.
How to M... | To make a Magnet Trampoline, first you will need to gather your materials and tools. You will need donut shaped ceramic disc magnets, wooden dowel matching the size of the hole in the magnet disc; a piece of wooden 2x4; a drill. | task080_piqa_answer_generation | NIv2 | zs_opt | 0 | train |
In this task the focus is on physical knowledge about the world. Given the provided goal task in the input, describe a process that would lead to the asked outcome. This process often involves physical motions with objects, such as moving them, arranging them in a certain way, mixing them, shaking them, etc.
[EX Q]: ... | MAKE SURE YOU FEED IT
| task080_piqa_answer_generation | NIv2 | fs_opt | 6 | test |
In this task the focus is on physical knowledge about the world. Given the provided goal task in the input, describe a process that would lead to the asked outcome. This process often involves physical motions with objects, such as moving them, arranging them in a certain way, mixing them, shaking them, etc.
How do I... | combine raw eggs, honey, and mayo. let sit on hair for twenty minutes and rinse out.
| task080_piqa_answer_generation | NIv2 | fs_opt | 0 | validation |
Detailed Instructions: 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.
Problem:Not sure if I'm supposed to write this but the first shipment I received was all expired. Customer service was happy to send me a ... | Negative | task586_amazonfood_polarity_classification | NIv2 | zs_opt | 8 | train |
Part 1. Definition
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.
Part 2. Example
I have bought several of the Vitality canned dog food products and have found them all to be of good quality. The product looks... | Negative | task586_amazonfood_polarity_classification | NIv2 | fs_opt | 7 | train |
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.
Q: The coffee is good but the price is ridiculous($1.25 each K-cup approx). You can get it from Green Mountain for 75 cents a K-cup (delivered) which is still t... | Positive
****
| task586_amazonfood_polarity_classification | NIv2 | fs_opt | 4 | train |
Instructions: 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.
Input: This product was what I like. But this shipment looks like 2eds. not good enough for the store shelves. Containers were dented and some had l... | Negative | task586_amazonfood_polarity_classification | NIv2 | zs_opt | 3 | train |
Detailed Instructions: 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.
See one example below:
Problem: I have bought several of the Vitality canned dog food products and have found them all to be of good qualit... | Negative | task586_amazonfood_polarity_classification | NIv2 | fs_opt | 4 | train |
Given the task definition, example input & output, solve the new input case.
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.
Example: I have bought several of the Vitality canned dog food products and have foun... | Negative | task586_amazonfood_polarity_classification | NIv2 | fs_opt | 1 | train |
instruction:
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.
question:
For the price you pay, the pods should make a good cup of coffee. This coffee was watery and bland. Don't buy. I think Tulley's is the bes... | Negative
| task586_amazonfood_polarity_classification | NIv2 | fs_opt | 9 | train |
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.
Q: Nrver,NEVER buy a food product that keeps its ingredients, calories and nutritional components a secret
A: | Negative | task586_amazonfood_polarity_classification | NIv2 | zs_opt | 4 | train |
instruction:
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.
question:
This baking soda works great for cooking or for health reasons. I take it for acid indigestion and heart burn. Just a 1 tsp in a half gla... | Negative
| task586_amazonfood_polarity_classification | NIv2 | fs_opt | 9 | test |
Definition: 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.
Input: The Taste of Thai Coconut Ginger Noodles are really yummy! The coconut and ginger flavors are very mild. Each recloseable, Chinese-takeout-sha... | Positive | task586_amazonfood_polarity_classification | NIv2 | zs_opt | 2 | validation |
input question: To allow gelatin to bloom, you should
output answer: Mix it with a cup of cold water and allow it to sit for a few minutes
input question: How can I store bacon grease for use later?
output answer: After you have finished cooking your bacon, put your pan off to the side to cool. You will need a bott... | You'll need a sander, a saw, and some wood. | piqa_1_0_0 | Flan2021 | fs_noopt | 8 | train |
Goal:
how do you listen to music on earpods on an iphone x?
Answer:
plug them in to the charging port.
Goal:
Make animal shapes with the pancake batter.
Answer:
Use some type of molds in the pan and then pour the batter over it and cook until done.
Goal:
To make easy start flower pots out of household objects,
Answer... | Use pliers to bend coat hanger wire into desired position. | piqa_1_0_0 | Flan2021 | fs_noopt | 2 | train |
Objective: How to make a fishing spear?
Which of the following solutions is more sound in terms of naive physics reasoning? | Take a piece of a branch, the thick main branch, remove the bark and then using a sharp object carve away to make a sharp edge | piqa_1_0_0 | Flan2021 | zs_noopt | 3 | train |
What kind of task would test someone's ability to perform physical reasoning? | What can I use to keep some documents attached together? | piqa_1_0_0 | Flan2021 | zs_opt | 9 | train |
Q: Here is a goal: axe
How would you accomplish this goal?
OPTIONS:
- can break push pin
- can break peeler
A: can break push pin
Goal:
The main material in an Autumn glow.
OPTIONS:
- Fresh leaves are what is mainly needed for the Autumn glow.
- Dried leaves are the main material used.
Answer:
Dried leaves are th... | Use a saw to cut at equal distances. | piqa_1_0_0 | Flan2021 | fs_opt | 0 | train |
[Q]: Which of the following solutions is better for the following goal:
How do you thread a needle?
[A]: You take your thread and wet the end, gently twist the thread to a point, then insert in eye of needle.
[Q]: Which of the following solutions is better for the following goal:
How to make purse handles.
[A]: Sew... | apply wood glue to the back of the clothespins and press on the plywood at the desired location | piqa_1_0_0 | Flan2021 | fs_noopt | 7 | train |
This is a question with answer options. Goal: How to Make a Light Box Magic Science Experiment for Kids
Which of the following methods is more reasonable for accomplishing this goal?
pick from the following. (I). To Make a Light Box Magic Science Experiment for Kids, first gather your materials. You will need a cardb... | (I). | piqa_1_0_0 | Flan2021 | zs_opt | 2 | train |
Problem: What kind of task would test someone's ability to perform physical reasoning? OPTIONS:
- White rose symbolizes romance.
- Red rose symbolizes romance.
Answer: What color rose should be gifted to a romantic interest?
Problem: What kind of task would test someone's ability to perform physical reasoning? OPTIONS:... | Should you rinse the buckwheat noodles after cooking them? | piqa_1_0_0 | Flan2021 | fs_opt | 0 | train |
This is a question with answer options. Goal: Create a work excuse.
Which of the following methods is more reasonable for accomplishing this goal?
Select from:
i. Whenever you get a flat tire, make a drawing of it.
ii. Whenever you get a flat tire, take a photo it....I think the answer is | ii. | piqa_1_0_0 | Flan2021 | zs_opt | 2 | test |
Objective: Prevent toothbrush from falling from sink counter.
Which of the following solutions is more sound in terms of naive physics reasoning?
Possible answers:
[-] Store in coffee grinds.;
[-] Store in a coffee mug.; | Store in a coffee mug. | piqa_1_0_0 | Flan2021 | zs_opt | 3 | validation |
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