meetforever/GRPO_CL huggingface dataset:
user: Mirko has a younger brother, Filip, who just started going to school and is having trouble with numbers. To help him get the hang of the number scale, his teacher writes two three-digit numbers. She asks Filip to compare those numbers, but instead of interpreting them with the leftmost most significant digit, he needs to interpret them the other way around, with the most significant digit being the rightmost one. He then has to tell the teacher the larger of the two numbers.

Write a program that will check Filip’s answers.

-----Input-----
The first and only line of input contains two three-digit numbers, $A$ and $B$. $A$ and $B$ will not be equal and will not contain any zeroes.

-----Output-----
The first and only line of output should contain the larger of the numbers in the input, compared as described in the task. The number should be written reversed, to display to Filip how he should read it.

-----Examples-----
Sample Input 1:
734 893
Sample Output 1:
437

Sample Input 2:
221 231
Sample Output 2:
132
user: Justin likes to play a game called “Weight of Words.” In this game, a player must find words of a given length and a given weight. The weight of a word is the sum of the weights of its letters. Letters are English lowercase characters from ‘a’ to ‘z’ and have weights from $1 \ldots 26$. 

You are asked to write an AI that can play this game!

-----Input-----
The input consists of a single line with two integers $l$ ($0 < l \le 40$) and $w$ ($0 < w \le 1000$).

-----Output-----
Output a string of length $l$ with weight $w$ consisting of lowercase English letters if it exists, otherwise output impossible. If more than one string exists, you may output any of them.

-----Examples-----
Sample Input 1:
11 131
Sample Output 1:
programming

Sample Input 2:
7 96
Sample Output 2:
contest
user: Since entering $2^\text {nd}$ grade Theta has daily math homework sheets. The problems on her worksheet usually go like this: There is a certain number of birds, dogs, and cats on a farm. Together they have $14$ legs. How many birds, dogs, and cats could there be? Write down as many answers as you can! 

It is always the same problem, just written in different ways: sometimes with horses, cows, sheep, goats, chickens, beetles, or even spiders – but never with snakes or fishes!

Can you write a program to double-check Theta’s answers?

-----Input-----
Input consists of a single line with $4$ integers: $b$, $d$, $c$, and $l$, with $b$, $d$, and $c$ representing the numbers of legs the first, second, and third type of animal has. You are given that $0 < b, c, d \le 100$ because some farm animals in these math problems may be centipedes. The total number of legs is given by $l$ ($0 \le l \le 250$).

-----Output-----
Output all possible answers, each on a separate line, in lexicographical order so that they are sorted by the number of the first animal, ties broken by the second and third animal numbers’, respectively. Separate the number of the first, second, and third animal with spaces. If there are no possible solutions, output impossible on a single line!

-----Examples-----
Sample Input 1:
2 4 4 14
Sample Output 1:
1 0 3
1 1 2
1 2 1
1 3 0
3 0 2
3 1 1
3 2 0
5 0 1
5 1 0
7 0 0

Sample Input 2:
100 80 60 240
Sample Output 2:
0 0 4
0 3 0
1 1 1
user: You enjoy your new job as a teacher of young children. It’s fun to see them learning to count, recognize letters, draw, and interact with the world.

One common problem you’ve noticed is that children often forget numbers when counting. For example, early on they might count “one, two, three, five, six.” You have to remind them about that “four” that they didn’t say. And as they get more proficient and clever, they may use the “quick” way of counting: “one, two, skip a few, ninety-nine, one hundred!”

Please write a program that can help you (and your students) identify the missing numbers when they are counting.

-----Input-----
The first line of input contains a single integer $n$, where $1 \le n \le 100$. Each of the next $n$ lines contains one number that the child recited. Each recited number is an integer between $1$ and $200$ (inclusive). They are listed in increasing order, and there are no duplicates.

-----Output-----
If the child recited all the numbers between $1$ and the last number they recited, then print good job.

If the child missed any numbers between $1$ and the last number they recited, then print those missing numbers in increasing numeric order, one per line.

-----Examples-----
Sample Input:
9
2
4
5
7
8
9
10
11
13
Sample Output:
1
3
6
12
user: The famous Arora-Mitchell approximation algorithm for the Euclidean Travelling Salesman Problem (Euclidean TSP) was discovered independently by Sanjeev Arora and Joseph S. B. Mitchell in 1998. It can approximate the value of an optimal TSP tour in $d$ dimensions within a factor of $1+1/c$ in running time \[ n (\log n)^{O((c\sqrt {d})^{d-1})}, \]

where $n$ is the number of nodes in the tour.

Miroslava works for a computer security company and it is time to renew a shared cryptographic key in many data centres across Europe. To do this, Miroslava is going to rent a private jet and deliver the key to employees waiting at all major European airports. She wants to be back as soon as possible.

Miroslava’s company has a computer that is able to execute $p$ billions of operations per second. Since we can approximate Europe by a two-dimensional plane, we assume that the Arora-Mitchell algorithm runs for exactly\[ \frac{n (\log _2 n)^{c\sqrt {2}}}{p \cdot 10^9} \]

seconds on this computer to produce the exact $(1+1/c)$-approximation of the optimal tour.

Miroslava noticed that $c$ is a parameter of the algorithm that can be used to her advantage, but one also needs to be very careful when choosing the right value. If she sets $c$ too low, the algorithm will finish very fast but the time she spends flying around Europe will be too long. On the other hand, setting it too high will force her to wait for an answer from the computer, while she could be flying instead.

Miroslava used to work in a different company and from there she knows that the optimal tour of all major European airports is $s$ meters long, but she wasn’t ranked high enough in the company to know the actual tour. Given the speed $v$ of the private jet in meters per second, Miroslava needs $s(1 + 1 / c) / v$ seconds to complete the tour produced by the algorithm run with parameter $c$. For the sake of simplicity, we assume that Miroslava can land, leave a copy of the private key and take off from each airport in an instant.

How long does it take Miroslava to first run the algorithm and then distribute all the keys, assuming that she chooses the optimal parameter $c$?

-----Input-----
The input consists of one line with four numbers:
 - an integer $n$ ($4 \le n \le 1000000$), the number of airports;
 - a real number $p$ ($0.001 \le p \le 5000$), the number of billions of operations the computer can execute per second;
 - a real number $s$ ($10^6 \le s \le 10^9$), the length of the optimal tour of all European airports in meters;
 - a real number $v$ ($50 \le v \le 900$), the speed of the private jet in meters per second.

All real numbers will have at most 10 digits after the decimal point.

-----Output-----
Output one line with the shortest possible time $t$ in seconds to distribute the keys and the value of the parameter $c$ Miroslava should use to achieve time $t$. Your answer should have an absolute or relative error of at most $10^{-6}$.

-----Examples-----
Sample Input:
10 8.9 40075000 272.1
Sample Output:
157079.04857106 15.598261092309
user: Virtually every single book, play, movie, novel, and game has at least one character. Most have more, and some even have thousands! As every good writer knows, the difficulty of creating a character increases with each new major character added. This is because fictional characters are truly developed through their relationships with others.

If there are no characters or only one character, no relationships need to be explored. With two characters, there is one relationship. If there are three characters, however, there are four relationships: the ones between each pair of characters, and finally the relationship when all three are together. In general, the relationship between all subsets of at least two characters must be explored.

Given a literary work with $N$ characters, how many relationships need to be explored?

-----Input-----
The input contains a single integer, $N$ ($0 \leq N \leq 30$), the number of characters.

-----Output-----
Output a single line with the number of relationships that need to be explored.

-----Examples-----
Sample Input:
1
Sample Output:
0
user: The Vietnamese High School graduation exam is in progress! For most Vietnamese high school students, this is their most important exam, as its result not only decides whether they can graduate from high school, but is also used for their university applications.

Today, Hanh finished his final exam, Math, which is Hanh’s strongest subject. In this exam, there are $n$ questions, numbered from $1$ to $n$. Each one is a multiple choice question, with $4$ answers, $A$, $B$, $C$, and $D$. The students have to write the answers on an answer sheet with $n$ lines, the $i$-th line should contain the answer for the $i$-th question. Each question has only one correct answer, and the student will receive one point if their answer matches the correct one.

Hanh started checking his results with his friends confidently. After few minutes, Hanh’s confidence turned into fright: Most of Hanh’s answers are different from his friends’.

Hanh quickly realized that he made a terrible mistake: Hanh wrote the answer for the $2$nd question on the $1$st line of the answer sheet, the answer for the $3$rd question on the $2$nd line, the answer for the $4$th question on the $3$rd line, and so on. Hanh left the $n$-th line of the answer sheet empty, and did not write the answer for the $1$st question anywhere!

Please help Hanh check what will be his final score. Given that Hanh is a great Math student, his answers for all $n$ questions would be correct if they were on the correct line of the answer sheet.

-----Input-----
 - The first line of the input contains a single integer $n$ $(1 \le n \le 1000)$ — the number of questions.
 - $n$ lines follow, the $i$-th line contains a single character, $A$, $B$, $C$, or $D$ — the correct answer for the $i$-th question.

-----Output-----
Print a single integer — Hanh’s final score.

-----Explanation of the first sample input-----
Fortunately for Hanh, all $4$ questions have $A$ as correct answer. So Hanh wrote $A$ on the first three lines, and left the $4$-th line empty. Hanh’s final score is $3$.

-----Examples-----
Sample Input:
4
A
A
A
A
Sample Output:
3
user: Having solved the match issue, Mirko faced another challenging problem. His mom ordered him to read an article about the newest couples on the Croatian show-biz scene in the “Moja Tajna” magazine. The article is written in a very small font size which Mirko cannot read. Luckily, Mirko has a scanner in the closet which will enlarge the article for him.

The article is a matrix of characters with $R$ rows and $C$ columns. The characters are letters of the English alphabet, digits and the character ‘.’ (period). Mirko’s scanner supports two parameters, $Z_ R$ and $Z_ C$. It substitutes each character it scans with a matrix of $Z_ R$ rows and $Z_ C$ columns, where all entries are equal to the scanned character.

Mirko realized his scanner’s software no longer works so he needs your help.

-----Input-----
The first row contains four integers, $R$, $C$, $Z_ R$ and $Z_ C$. $R$ and $C$ are between $1$ and $50$, while $Z_ R$ and $Z_ C$ are between $1$ and $5$.

Each of the following $R$ rows contains $C$ characters each, representing the article from “Moja Tajna”.

-----Output-----
The output should be a matrix of characters with $R \cdot Z_ R$ rows and $C \cdot Z_ C$ columns, the enlarged article.

-----Examples-----
Sample Input:
3 3 1 2
.x.
x.x
.x.
Sample Output:
..xx..
xx..xx
..xx..
user: Daylight Saving Time (DST) is the practice of advancing clocks forward during the summer time, usually by one hour, to gain an extra hour of sunlight in the evenings, at the cost of darker mornings. Countries and regions have changed their DST practices over the years, sometimes changing the dates they switch the clocks, and other times changing the amount of minutes the clock changes by.

This creates a real hassle. Sleep cycles are disrupted, operating systems and other computer software needs to follow special rules, and sometimes people end up late to work because of it.

To help make this easier on people, you’ve decided to make a computer program which calculates the new time after an adjustment.

-----Input-----
Input consists of a single integer $N$ ($1 \le N \le 500$) indicating the number of test cases that follow. Each test case consists of a single line with the following information:
 - a single character to indicate whether the clock will roll forwards (F) or backwards (B),
 - an integer $D$ ($0 \le D \le 120$) indicating the number of minutes to change by,
 - an integer $H$ ($0 \le H < 24$) indicating the hour the clock currently reads (without leading zeros), and
 - an integer $M$ ($0 \le M < 60$) indicating the minutes the clock currently reads.

-----Output-----
For each test case, give the time (hours in $24$-hour format, followed by a space, followed by minutes) after the adjustment has occurred, one test case per line. You may report the numbers without leading zeros.

-----Examples-----
Sample Input:
1
F 60 13 20
Sample Output:
14 20
user: HiQ recently got an assignment from a client to create a clone of the immensely popular website https://IsItHalloween.com. The website is a very simple one. People will visit the site occasionally to see if it is Halloween. Whenever it is, the website should print out yup, otherwise it should print out nope on the screen.

Since HiQ is such a popular firm, they don’t have time to complete this assignment right now. Their frontend engineers have already programmed the frontend of the website that prints out yup or nope, but not the backend microservice that determines whether it is indeed Halloween or not. Do you have time to help them?

The behaviour of the server should be as follows: it gets as input the current date in the format FEB 9, where FEB is the month given in three letters (JAN, FEB, MAR, APR, MAY, JUN, JUL, AUG, SEP, OCT, NOV, DEC) and 9 is the day of the month starting at 1. It should then determine if this date represents October 31 or December 25 (since $31_8 = 25_{10}$).

-----Input-----
The input consists of a single line containing a date of the format FEB 9, with the month and date separated by a single space.

-----Output-----
If the date is October 31 or December 25, output yup. Otherwise, output nope.

-----Examples-----
Sample Input:
OCT 31
Sample Output:
yup
user: Mirko has assembled an excellent crossword puzzle and now he wants to frame it. Mirko’s crossword puzzle consists of $M \times N$ letters, and the frame around it should be $U$ characters wide on top, $L$ characters on the left, $R$ characters on the right and $D$ characters on the bottom side.

The frame consists of characters # (hash) and . (dot) which alternate like fields on a chessboard. These characters should be arranged in a way that, if the frame is expanded to cover the entire crossword puzzle and we treat these characters as a chessboard, the # characters should be placed as the red fields on a chessboard (i.e. the top left field). See the examples below for a better understanding of the task.

-----Input-----
The first line of input contains two integers $M$ and $N$ ($1 \leq M, N \leq 10$). The second line of input contains integers $U$, $L$, $R$, $D$ ($0 \leq U, L, R, D \leq 5$). The following $M$ lines of input contains $N$ characters — lowercase letters of the English alphabet. These lines represent Mirko’s crossword puzzle.

-----Output-----
Output the framed crossword puzzle as stated in the text.

-----Examples-----
Sample Input:
4 4
2 2 2 2
honi
oker
nera
irak
Sample Output:
#.#.#.#.
.#.#.#.#
#.honi#.
.#oker.#
#.nera#.
.#irak.#
#.#.#.#.
.#.#.#.#
user: This problem is a reverse case of the problem “Help Me With The Game”. You are given the output from that problem, and your task is to find the corresponding input.

-----Input-----
The input follows the output specification of the problem “Help Me With The Game”.

-----Output-----
The output must be a valid input for the problem “Help Me With The Game”, corresponding to the given input data.

-----Examples-----
Sample Input:
White: Ke1,Qd1,Ra1,Rh1,Bc1,Bf1,Nb1,a2,c2,d2,f2,g2,h2,a3,e4
Black: Ke8,Qd8,Ra8,Rh8,Bc8,Ng8,Nc6,a7,b7,c7,d7,e7,f7,h7,h6
Sample Output:
+---+---+---+---+---+---+---+---+
|.r.|:::|.b.|:q:|.k.|:::|.n.|:r:|
+---+---+---+---+---+---+---+---+
|:p:|.p.|:p:|.p.|:p:|.p.|:::|.p.|
+---+---+---+---+---+---+---+---+
|...|:::|.n.|:::|...|:::|...|:p:|
+---+---+---+---+---+---+---+---+
|:::|...|:::|...|:::|...|:::|...|
+---+---+---+---+---+---+---+---+
|...|:::|...|:::|.P.|:::|...|:::|
+---+---+---+---+---+---+---+---+
|:P:|...|:::|...|:::|...|:::|...|
+---+---+---+---+---+---+---+---+
|.P.|:::|.P.|:P:|...|:P:|.P.|:P:|
+---+---+---+---+---+---+---+---+
|:R:|.N.|:B:|.Q.|:K:|.B.|:::|.R.|
+---+---+---+---+---+---+---+---+
user: Anthony has a pet hamster named Diablo. Diablo enjoys having lots of space to move around, so Anthony wants to build him a cage that covers as much area as possible.

However, Diablo also likes to dig and hide very much, and when he does, it is an absolute pain for Anthony to find Diablo (Diablo is very good at hiding). Therefore, Anthony wants to make sure the cage he builds for Diablo is not too big. In particular, Anthony wants to make sure the area of the cage is exactly $A$ square meters; any area larger than $A$ square meters will be too much work to find Diablo when he hides, any area smaller than $A$ square meters will be too uncomfortable for Diablo.

Anthony has $N$ meters of fencing that can be cut/bent at any point, and wonders if it is possible to build a cage of any shape that has area exactly $A$ with the materials he has. Write a program to help him out!

-----Input-----
The input contains two real numbers $0<A\leq 100$ and $0\leq N\leq 1000$.

-----Output-----
Output a single line with “Diablo is happy!” if Anthony can build his cage for Diablo, “Need more materials!” otherwise.

-----Examples-----
Sample Input:
1.000000 4.000000
Sample Output:
Diablo is happy!
user: You are on your way to your first job interview as a program tester, and you are already late. The interview is in a skyscraper and you are currently in floor $s$, where you see an elevator. Upon entering the elvator, you learn that it has only two buttons, marked “UP $u$” and “DOWN$d$”. You conclude that the UP-button takes the elevator $u$ floors up (if there aren’t enough floors, pressing the UP-botton does nothing, or at least so you assume), whereas the DOWN-button takes you $d$ stories down (or none if there aren’t enough). Knowing that the interview is at floor $g$, and that there are only $f$ floors in the building, you quickly decide to write a program that gives you the amount of button pushes you need to perform. If you simply cannot reach the correct floor, your program halts with the message “use the stairs”.

Given input $f$, $s$, $g$, $u$ and $d$ (floors, start, goal, up, down), find the shortest sequence of button presses you must press in order to get from $s$ to $g$, given a building of $f$ floors, or output “use the stairs” if you cannot get from $s$ to $g$ by the given elevator.

-----Input-----
The input will consist of one line with the five integers $f$, $s$, $g$, $u$, and $d$, where $1 \leq s,g \leq f \leq 1000000$ and $0 \leq u,d \leq 1000000$. The floors are one-indexed, i.e., if there are 10 stories, $s$ and $g$ are between $1$ and $10$ (inclusive).

-----Output-----
Output the minimum numbers of pushes you must make in order to get from $s$ to $g$, or output use the stairs if it is impossible given the configuration of the elvator.

-----Examples-----
Sample Input:
10 1 10 2 1
Sample Output:
6
user: As the coach of your university’s ICPC teams, you encourage your students to solve as many Kattis problems as possible. This has numerous benefits — for example, it helps improve students’ competitive programming skills, and it also creates a strong sense of school spirit. The main reason for the latter is that each time a student solves a problem, not only does that student’s individual Kattis score increase, but so does the group score for your university. It is fun and motivating for your students (and you) to watch your university move up in the Kattis rankings.

The collective score for a group of $n$ Kattis users is calculated as follows: Let $s_0, s_1, \ldots , s_{n-1}$ be the the $n$ individual scores in non-increasing order (i.e., $s_0 \geq s_1 \geq s_2 \geq \ldots \geq s_{n-1}$). Then the group score is\[ \frac{1}{5} \sum _{i=0}^{n-1} s_ i \cdot \left( \frac{4}{5} \right)^i \]

So, for example, if $n = 3$ and the individual scores are $s_0 = 500$ , $s_1 = 120$, $s_2 = 75$, then the group score is\[ \frac{1}{5} \left( 500 \cdot 1 + 120 \cdot \left( \frac{4}{5}\right) + 75 \cdot \left( \frac{16}{25} \right) \right) = 128.8 \]

Thanks to Kattis, being an ICPC coach seems pretty easy, but sometimes you worry that the school spirit fostered by the Kattis ranking system is not enough to retain all your students. What if one of your students transfers to another university and, as a result, changes university affiliation on Kattis? How will this affect the group score for your university?

Actually, what you really want to know is the average new group score if exactly one of your students leaves. More precisely, if your students’ scores are $s_0 \geq s_1 \geq s_2 \geq \ldots \geq s_{n-1}$, let $g_ i$ be the new group score for your university if the student with score $s_ i$ leaves (and the other $(n-1)$ students remain). What is the average value of $g_ i$ over all all $n$ students?

-----Input-----
The first line of input contains an integer, $n$ ($2 \leq n \leq 50$), the number of student competitive programmers at your university (all of whom use Kattis, of course). This is followed by $n$ lines, each containing one of your students’ Kattis scores. These scores are listed in non-increasing order, and each score is an integer between $1$ and $10000$, inclusive.

-----Output-----
Output two lines. On the first line, print your university’s current Kattis group score. On the second line, print the average of the $g_ i$ values as described above. Your output will be considered correct if each value is within $10^{-6}$ of the corresponding official value. (Note that although Kattis reports every score with exactly one digit after the decimal point, you should not round your answers.)

-----Examples-----
Sample Input:
3
500
120
75
Sample Output:
128.8
89.06666666666666