wanyu/IteraTeR_full_sent huggingface dataset:
Original: Snyder, R.J. , et al.,  The management of diabetic foot ulcers through optimal off-loading building consensus guidelines and practical recommendations to improve outcomes . J Am Podiatr Med Assoc , 2014. 104(6): p. 555-67 . Duration and aggressiveness of offloading (non-weight-bearing vs. weight-bearing, non-removable vs. removable device) should be guided by clinical assessment of healing of neuropathic arthropathy based on edema, erythema, and skin temperature changes.
Revised: Snyder, R.J. , et al., The management of diabetic foot ulcers through optimal off-loading building consensus guidelines and practical recommendations to improve outcomes . J Am Podiatr Med Assoc , 2014. 104(6): p. 555-567 . Duration and aggressiveness of offloading (non-weight-bearing vs. weight-bearing, non-removable vs. removable device) should be guided by clinical assessment of healing of neuropathic arthropathy based on edema, erythema, and skin temperature changes.
Edit intent: fluency
Original: Benjamin Harjo  Jr. (born 1945  ) is an internationally-known Absentee Shawnee-Seminole painter and printmaker from Oklahoma.
Revised: Benjamin Harjo Jr. (born 1945 , Absentee Shawnee-Seminole Nation ) is an internationally-known Absentee Shawnee-Seminole painter and printmaker from Oklahoma.
Edit intent: meaning-changed
Original: Lester, 220-1 Background Harjo is half-Seminole and half-Shawnee and is enrolled in the Absentee Shawnee Tribe of Oklahoma  .
Revised: Lester, 220-1 Background Benjamin Harjo, Jr. is half-Seminole and half-Shawnee and is enrolled in the Absentee Shawnee Tribe of Oklahoma .
Edit intent: meaning-changed
Original: Lester, 220-1 Background Harjo is half-Seminole and half-Shawnee and is enrolled in the Absentee Shawnee Tribe of Oklahoma  .
Revised: Lester, 220-1 Background Harjo is half-Seminole and half-Shawnee in ancestry; he is enrolled in the Absentee Shawnee Tribe of Oklahoma .
Edit intent: clarity
Original: Lester, 220-1 Background Harjo is half-Seminole and half-Shawnee and is enrolled in the Absentee Shawnee Tribe of Oklahoma  .
Revised: Lester, 220-1 Background Harjo is half-Seminole and half-Shawnee and is enrolled in the Absentee Shawnee Tribe of Oklahoma ,, which are his mother's people .
Edit intent: meaning-changed
Original:  Viola married Benjamin Harjo Jr. 's stepfather, Roman Harjo (1924–2006)  in 1954 at Clovis , New Mexico .
Revised:  Viola married Benjamin Harjo Jr. was born on September 19, 1945 in Clovis, New Mexico. Viola married Roman Harjo (1924–2006) in 1954 at Clovis , New Mexico .
Edit intent: meaning-changed
Original:  The name Harjo means "Crazy" in the Muscogee languageand is part of a military title, Chitto Harjo or "Crazy snake.
Revised:  The name Harjo means "Crazy" in the Muskogee language, which was spoken by both the Muscogee (Creek) people and the Seminole, who had formed from Creek and other peoples. The word is part of a military title, Chitto Harjo or "Crazy snake.
Edit intent: meaning-changed
Original:  June 1935 (retrieved 30 Aug 2009) Harjo was born on September 19, 1945 in Clovis, New Mexico. When his family moved back to Oklahoma, Harjo lived with his maternal grandparents, Emmett and Ruth Wood, from when he was aged 10 to 18.
Revised:  June 1935 (retrieved 30 Aug 2009) After his family moved back to Oklahoma, Harjo lived with his maternal grandparents, Emmett and Ruth Wood, from when he was aged 10 to 18.
Edit intent: clarity
Original:  Interested in pursuing a professional career in cartoon animation, Harjo went to the Institute of American Indian Arts in 1966, only to discover that their animation program no longer existed . Little Thunder, 7 He stayed at IAIA anyway and earned his Associate of Arts degree.
Revised:  Interested in pursuing a professional career in cartoon animation, Harjo went to the Institute of American Indian Arts in 1966. There he discovered that they had discontinued their animation program no longer existed . Little Thunder, 7 He stayed at IAIA anyway and earned his Associate of Arts degree.
Edit intent: coherence
Original:  Interested in pursuing a professional career in cartoon animation, Harjo went to the Institute of American Indian Arts in 1966, only to discover that their animation program no longer existed . Little Thunder, 7 He stayed at IAIA anyway and earned his Associate of Arts degree.
Revised:  Interested in pursuing a professional career in cartoon animation, Harjo went to the Institute of American Indian Arts in 1966, only to discover that their animation program at IAIA . Little Thunder, 7 He stayed at IAIA anyway and earned his Associate of Arts degree.
Edit intent: clarity
Original:  Interested in pursuing a professional career in cartoon animation, Harjo went to the Institute of American Indian Arts in 1966, only to discover that their animation program no longer existed . Little Thunder, 7 He stayed at IAIA anyway and earned his Associate of Arts degree.
Revised:  Interested in pursuing a professional career in cartoon animation, Harjo went to the Institute of American Indian Arts in 1966, only to discover that their animation program no longer existed . Little Thunder, 7 He expanded his studies and earned his Associate of Arts degree.
Edit intent: clarity
Original:  His classmates included such luminaries as T. C. Cannon and Linda Lomahaftewa  . Seymour Tubis was his most influential teacher, who taught him low-tech but highly effective printmaking techniques.
Revised:  His classmates included T. C. Cannon and Linda Lomahaftewa . Seymour Tubis was his most influential teacher, who taught him low-tech but highly effective printmaking techniques.
Edit intent: clarity
Original:  His classmates included such luminaries as T. C. Cannon and Linda Lomahaftewa  . Seymour Tubis was his most influential teacher, who taught him low-tech but highly effective printmaking techniques.
Revised:  His classmates included such luminaries as T. C. Cannon and Linda Lomahaftewa , who have become noted artists . Seymour Tubis was his most influential teacher, who taught him low-tech but highly effective printmaking techniques.
Edit intent: meaning-changed
Original:  His classmates included such luminaries as T. C. Cannon and Linda Lomahaftewa  . Seymour Tubis was his most influential teacher, who taught him low-tech but highly effective printmaking techniques.
Revised:  His classmates included such luminaries as T. C. Cannon and Linda Lomahaftewa . Seymour Tubis was his most influential teacher, and taught him low-tech but highly effective printmaking techniques.
Edit intent: coherence
Original:  "Ben Harjo Jr." 'NDN Art Gallery.' (retrieved 30 Aug 2009 Harjo has said,  When you're traveling down the highway, you see an image whether it's dirt on the back of a truck or a splat on a windshield or two birds sitting by the side of the road picking at something.
Revised:  "Ben Harjo Jr." 'NDN Art Gallery.' (retrieved 30 Aug 2009 Harjo has said, " When you're traveling down the highway, you see an image whether it's dirt on the back of a truck or a splat on a windshield or two birds sitting by the side of the road picking at something.
Edit intent: fluency
Original:  Gilcrease Museum, Tulsa, OK Mabee-Gerrer Museum of Art, Shawnee, OK Sam Noble Oklahoma Museum of Natural History, Norman, OK US Embassy, Mogadishu, SomaliaMcFadden and Taubman, 245 Sequoyah National Research Center, Little Rock, AR Oklahoma State University Museum of Art Stillwater, OK Awards and honors Harjo was the 2005 poster artist for SWAIA's Santa Fe Indian Market , where he has consistently won top awards , including Best of Show, since 1983.
Revised:  Gilcrease Museum, Tulsa, Oklahoma (OK) Mabee-Gerrer Museum of Art, Shawnee, OK Sam Noble Oklahoma Museum of Natural History, Norman, OK US Embassy, Mogadishu, SomaliaMcFadden and Taubman, 245 Sequoyah National Research Center, Little Rock, AR Oklahoma State University Museum of Art Stillwater, OK Awards and honors Harjo was the 2005 poster artist for SWAIA's Santa Fe Indian Market , where he has consistently won top awards , including Best of Show, since 1983.
Edit intent: meaning-changed
Original:  Gilcrease Museum, Tulsa, OK Mabee-Gerrer Museum of Art, Shawnee, OK Sam Noble Oklahoma Museum of Natural History, Norman, OK US Embassy, Mogadishu, SomaliaMcFadden and Taubman, 245 Sequoyah National Research Center, Little Rock, AR Oklahoma State University Museum of Art Stillwater, OK Awards and honors Harjo was the 2005 poster artist for SWAIA's Santa Fe Indian Market , where he has consistently won top awards , including Best of Show, since 1983.
Revised:  Gilcrease Museum, Tulsa, OK Mabee-Gerrer Museum of Art, Shawnee, OK Sam Noble Oklahoma Museum of Natural History, Norman, OK US Embassy, Mogadishu, SomaliaMcFadden and Taubman, 245 Sequoyah National Research Center, Little Rock, Arkansas Oklahoma State University Museum of Art Stillwater, OK Awards and honors Harjo was the 2005 poster artist for SWAIA's Santa Fe Indian Market , where he has consistently won top awards , including Best of Show, since 1983.
Edit intent: style
Original:  Gilcrease Museum, Tulsa, OK Mabee-Gerrer Museum of Art, Shawnee, OK Sam Noble Oklahoma Museum of Natural History, Norman, OK US Embassy, Mogadishu, SomaliaMcFadden and Taubman, 245 Sequoyah National Research Center, Little Rock, AR Oklahoma State University Museum of Art Stillwater, OK Awards and honors Harjo was the 2005 poster artist for SWAIA's Santa Fe Indian Market , where he has consistently won top awards , including Best of Show, since 1983.
Revised:  Gilcrease Museum, Tulsa, OK Mabee-Gerrer Museum of Art, Shawnee, OK Sam Noble Oklahoma Museum of Natural History, Norman, OK US Embassy, Mogadishu, SomaliaMcFadden and Taubman, 245 Sequoyah National Research Center, Little Rock, AR Oklahoma State University Museum of Art Stillwater, OK Awards and honors Harjo was the 2005 poster artist for SWAIA's Santa Fe Indian Market . He has consistently worn top awards there , including Best of Show, since 1983.
Edit intent: clarity
Original:  In 1991, the Wichita Art Museum held a solo exhibition of his work , and the Wheelwright Museum of the American Indian hosted a major retrospective of Harjo's work, entitled " The Earth, the Moon, and the Stars Above.
Revised:  In 1991, the Wichita Art Museum held a solo exhibition of his work . 1991, the Wheelwright Museum of the American Indian hosted a major retrospective of Harjo's work, entitled " The Earth, the Moon, and the Stars Above.
Edit intent: coherence
Original:  In 1991, the Wichita Art Museum held a solo exhibition of his work , and the Wheelwright Museum of the American Indian hosted a major retrospective of Harjo's work, entitled " The Earth, the Moon, and the Stars Above.
Revised:  In 1991, the Wichita Art Museum held a solo exhibition of his work , and the Wheelwright Museum of the American Indian hosted a major retrospective of Harjo's work, entitled The Earth, the Moon, and the Stars Above.
Edit intent: fluency
Original:  (retrieved 22 Jan 2010) External links Benjamin Harjo Jr.: American Indian Artist, official website The Earth, the Moon, and the Stars Above: Benjamin Harjo Jr., Wheelwright Museum of the American Indian Benjamin Harjo Jr.: We Are a Landscape of All We Know, OSU Museum of Art Oral History Interview with Benjamin Harjo Jr. at Oklahoma State University Native Artists Oral History Project
Revised:  (retrieved 22 Jan 2010) External links Benjamin Harjo Jr.: American Indian Artist, official website The Earth, the Moon, and the Stars Above: Benjamin Harjo Jr., Wheelwright Museum of the American Indian Benjamin Harjo Jr.: We Are a Landscape of All We Know, OSU Museum of Art Oral History Interview with Benjamin Harjo Jr. , Oklahoma State University Native Artists Oral History Project
Edit intent: coherence
Original:  Within this context, meta learning depends on the learner ’ s conceptions of learning, epistemological beliefs, learning processes and academic skills, summarized here as a learning approach . A student who has a high level of meta learning awareness is able to assess the effectiveness of her/his learning approach and regulate it according to the demands of the learning task.
Revised:  Within this context, meta learning depends on the learner ' s conceptions of learning, epistemological beliefs, learning processes and academic skills, summarized here as a learning approach . A student who has a high level of meta learning awareness is able to assess the effectiveness of her/his learning approach and regulate it according to the demands of the learning task.
Edit intent: fluency
Original:  Within this context, meta learning depends on the learner ’ s conceptions of learning, epistemological beliefs, learning processes and academic skills, summarized here as a learning approach . A student who has a high level of meta learning awareness is able to assess the effectiveness of her/his learning approach and regulate it according to the demands of the learning task.
Revised:  Within this context, meta learning depends on the learner ’ s conceptions of learning, epistemological beliefs, learning processes and academic skills, summarized here as a "learning approach" . A student who has a high level of meta learning awareness is able to assess the effectiveness of her/his learning approach and regulate it according to the demands of the learning task.
Edit intent: fluency
Original:  Within this context, meta learning depends on the learner ’ s conceptions of learning, epistemological beliefs, learning processes and academic skills, summarized here as a learning approach . A student who has a high level of meta learning awareness is able to assess the effectiveness of her/his learning approach and regulate it according to the demands of the learning task.
Revised:  Within this context, meta learning depends on the learner ’ s conceptions of learning, epistemological beliefs, learning processes and academic skills, summarized here as a learning approach . A student who has a high level of meta learning awareness is able to assess the effectiveness of their learning approach and regulate it according to the demands of the learning task.
Edit intent: clarity
Original:  It also includes ‘knowl- edge of completion’ , in which learners develop an appreciation of the knowledge that they have gained and an understanding of how to use this knowledge (Boström and Lassen 2006).
Revised:  It also includes 'knowledge of completion' , in which learners develop an appreciation of the knowledge that they have gained and an understanding of how to use this knowledge (Boström and Lassen 2006).
Edit intent: fluency
Original:  Meta-learning also relates to learners ’ attitudes, such as their belief that the way they self-regulate is the best way for them, and that they have the capacities and skills to apply their knowledge (Jackson 2004).
Revised:  Meta learning also relates to learners ’ attitudes, such as their belief that the way they self-regulate is the best way for them, and that they have the capacities and skills to apply their knowledge (Jackson 2004).
Edit intent: fluency
Original:  Meta-learning also relates to learners ’ attitudes, such as their belief that the way they self-regulate is the best way for them, and that they have the capacities and skills to apply their knowledge (Jackson 2004).
Revised:  Meta-learning also relates to learners ' attitudes, such as their belief that the way they self-regulate is the best way for them, and that they have the capacities and skills to apply their knowledge (Jackson 2004).
Edit intent: fluency
Original:  Based on this perspective, meta ‐ learning is an active, internal process in which a learner ’ s point of view regarding themselves and their surroundings will change and be regulated (Boström and Lassen 2006;
Revised:  Based on this perspective, meta learning is an active, internal process in which a learner ’ s point of view regarding themselves and their surroundings will change and be regulated (Boström and Lassen 2006;
Edit intent: fluency
Original:  Based on this perspective, meta ‐ learning is an active, internal process in which a learner ’ s point of view regarding themselves and their surroundings will change and be regulated (Boström and Lassen 2006;
Revised:  Based on this perspective, meta ‐ learning is an active, internal process in which a learner ' s point of view regarding themselves and their surroundings will change and be regulated (Boström and Lassen 2006;
Edit intent: fluency
Original:  It comprises one control parameter and three state variables, which in this case have been mapped to "connectivity  , " " inquiry-advocacy  , " " positivity-negativity , "  and "other-self" (external-internal focus) respectively.
Revised:  It comprises one control parameter and three state variables, which in this case have been mapped to "connectivity " , " " inquiry-advocacy , " " positivity-negativity , " and "other-self" (external-internal focus) respectively.
Edit intent: fluency
Original:  It comprises one control parameter and three state variables, which in this case have been mapped to "connectivity  , " " inquiry-advocacy  , " " positivity-negativity , "  and "other-self" (external-internal focus) respectively.
Revised:  It comprises one control parameter and three state variables, which in this case have been mapped to "connectivity , " inquiry-advocacy , " " positivity-negativity , " and "other-self" (external-internal focus) respectively.
Edit intent: fluency
Original:  It comprises one control parameter and three state variables, which in this case have been mapped to "connectivity  , " " inquiry-advocacy  , " " positivity-negativity , "  and "other-self" (external-internal focus) respectively.
Revised:  It comprises one control parameter and three state variables, which in this case have been mapped to "connectivity , " " inquiry-advocacy " , " " positivity-negativity , " and "other-self" (external-internal focus) respectively.
Edit intent: fluency
Original:  It comprises one control parameter and three state variables, which in this case have been mapped to "connectivity  , " " inquiry-advocacy  , " " positivity-negativity , "  and "other-self" (external-internal focus) respectively.
Revised:  It comprises one control parameter and three state variables, which in this case have been mapped to "connectivity , " " inquiry-advocacy , " positivity-negativity , " and "other-self" (external-internal focus) respectively.
Edit intent: fluency
Original:  It comprises one control parameter and three state variables, which in this case have been mapped to "connectivity  , " " inquiry-advocacy  , " " positivity-negativity , "  and "other-self" (external-internal focus) respectively.
Revised:  It comprises one control parameter and three state variables, which in this case have been mapped to "connectivity , " " inquiry-advocacy , " " positivity-negativity " and "other-self" (external-internal focus) respectively.
Edit intent: fluency
Original:  It comprises one control parameter and three state variables, which in this case have been mapped to "connectivity  , " " inquiry-advocacy  , " " positivity-negativity , "  and "other-self" (external-internal focus) respectively.
Revised:  It comprises one control parameter and three state variables, which in this case have been mapped to "connectivity , " " inquiry-advocacy , " " positivity-negativity , " , and "other-self" (external-internal focus) respectively.
Edit intent: fluency
Original:  Losada and colleagues claim to have arrived at the meta-learning model from thousands of time series data generated at two human interaction laboratories in Ann Arbor, Michigan, and Cambridge, Massachusetts, although the details of the collection of this data, and the connection between the time series data and the model is unclear.
Revised:  Losada and colleagues claim to have arrived at the meta learning model from thousands of time series data generated at two human interaction laboratories in Ann Arbor, Michigan, and Cambridge, Massachusetts, although the details of the collection of this data, and the connection between the time series data and the model is unclear.
Edit intent: fluency
Original:  Fredrickson, 2009) . Brown and colleagues pointed out that even if the proposed meta-learning model were valid, this ratio results from a completely arbitrary choice of model parameters — carried over from the literature on modeling atmospheric convection by Lorenz and others, without any justification.
Revised:  Fredrickson, 2009) Brown and colleagues pointed out that even if the proposed meta-learning model were valid, this ratio results from a completely arbitrary choice of model parameters — carried over from the literature on modeling atmospheric convection by Lorenz and others, without any justification.
Edit intent: fluency
Original:  Fredrickson, 2009) . Brown and colleagues pointed out that even if the proposed meta-learning model were valid, this ratio results from a completely arbitrary choice of model parameters — carried over from the literature on modeling atmospheric convection by Lorenz and others, without any justification.
Revised:  Fredrickson, 2009) . Brown and colleagues pointed out that even if the proposed meta-learning model were valid, this ratio results from a completely arbitrary choice of model parameters carried over from the literature on modeling atmospheric convection by Lorenz and others, without any justification.
Edit intent: fluency
Original:  The Old Chinese reconstruction is uncertain, given as *mywo or as *myag, Bernhard Karlgren), mjuo < * (Zhou Fagao), *mjag (Li Fanggui), mju < *ma (Axel Schuessler). the presence of a final velar -g or -ɣ in Old Chinese being uncertain.
Revised:  The Old Chinese reconstruction is uncertain, given as *mywo or as *myag, the presence of a final velar -g or -ɣ in Old Chinese being uncertain.
Edit intent: coherence
Original:  and searched for xian "immortals", [xianmen], and the like."  compares two later Chinese terms for "shaman": shanman , which described the Jurchen leader Wanyan Xiyin, and sizhu , which was used for imperial Manchu shamans during the Qing Dynasty.
Revised:  and searched for xian "immortals", [xianmen], and the like." Needham compares two later Chinese terms for "shaman": shanman , which described the Jurchen leader Wanyan Xiyin, and sizhu , which was used for imperial Manchu shamans during the Qing Dynasty.
Edit intent: meaning-changed
Original:  Arthur Waley (1955:9) defines wu as "spirit-intermediary" and says, "Indeed the functions of the Chinese wu were so like those of Siberian and Tunguz shamans that it is convenient (as has indeed been done by Far Eastern and European writers) to use shaman as a translation of wu.
Revised:  Arthur Waley defines wu as "spirit-intermediary" and says, "Indeed the functions of the Chinese wu were so like those of Siberian and Tunguz shamans that it is convenient (as has indeed been done by Far Eastern and European writers) to use shaman as a translation of wu.
Edit intent: coherence
Original:  In contrast,  describes the "untranslatableness" of wu, and prefers using the romanization "wu instead of its contemporary English counterparts, "witches," "warlocks," or "shamans"," which have misleading connotations.
Revised:  In contrast, Schiffeler describes the "untranslatableness" of wu, and prefers using the romanization "wu instead of its contemporary English counterparts, "witches," "warlocks," or "shamans"," which have misleading connotations.
Edit intent: meaning-changed
Original:  Wu, concludes  , "may be rendered as "shaman" or, perhaps, less controversially as "spirit medium"."  criticizes "the majority of scholars" who use one word shaman to translate many Chinese terms (wu , xi , yi , xian , and zhu ), and writes, "The general tendency to refer to all ecstatic religious functionaries as shamans blurs functional differences."
Revised:  Wu, concludes von Falkenhausen , "may be rendered as "shaman" or, perhaps, less controversially as "spirit medium"." criticizes "the majority of scholars" who use one word shaman to translate many Chinese terms (wu , xi , yi , xian , and zhu ), and writes, "The general tendency to refer to all ecstatic religious functionaries as shamans blurs functional differences."
Edit intent: meaning-changed