wanyu/IteraTeR_full_sent huggingface dataset:
Original:  Vilnius 2008 Colloquium Balticum IX - Riga 2010 Colloquium Balticum X - Vilnius 2011 Colloquium Balticum X Colloquium Balticum XI - Lund 2012Colloquium Balticum XI Lundense Colloquium Balticum XII - Marburg 2013 Colloquium Balticum XIII - Riga 2014Colloquium Balticum XIII Rigense Colloquium Balticum XIV - Tartu 2015Colloquium Balticum XIV Tartuense: Pontes ad fontesConference Colloquium Balticum 2015 (video recording) Colloquium Balticum XV - Vilnius 2016Colloquium Balticum XV Vilnense.
Revised:  Vilnius 2008 Colloquium Balticum IX - Riga 2010 Colloquium Balticum X - Vilnius 2011 Colloquium Balticum X Colloquium Balticum XI - Lund 2012Colloquium Balticum XI Lundense Colloquium Balticum XII - Marburg 2013 Colloquium Balticum XIII - Riga 2014Colloquium Balticum XIII Rigense Colloquium Balticum XIV – Tartu 2015Colloquium Balticum XIV Tartuense: Pontes ad fontesConference Colloquium Balticum 2015 (video recording) Colloquium Balticum XV - Vilnius 2016Colloquium Balticum XV Vilnense.
Edit intent: fluency
Original:  Vilnius 2008 Colloquium Balticum IX - Riga 2010 Colloquium Balticum X - Vilnius 2011 Colloquium Balticum X Colloquium Balticum XI - Lund 2012Colloquium Balticum XI Lundense Colloquium Balticum XII - Marburg 2013 Colloquium Balticum XIII - Riga 2014Colloquium Balticum XIII Rigense Colloquium Balticum XIV - Tartu 2015Colloquium Balticum XIV Tartuense: Pontes ad fontesConference Colloquium Balticum 2015 (video recording) Colloquium Balticum XV - Vilnius 2016Colloquium Balticum XV Vilnense.
Revised:  Vilnius 2008 Colloquium Balticum IX - Riga 2010 Colloquium Balticum X - Vilnius 2011 Colloquium Balticum X Colloquium Balticum XI - Lund 2012Colloquium Balticum XI Lundense Colloquium Balticum XII - Marburg 2013 Colloquium Balticum XIII - Riga 2014Colloquium Balticum XIII Rigense Colloquium Balticum XIV - Tartu 2015Colloquium Balticum XIV Tartuense: Pontes ad fontesConference Colloquium Balticum 2015 (video recording) Colloquium Balticum XV – Vilnius 2016Colloquium Balticum XV Vilnense.
Edit intent: fluency
Original:  As of 2007, the network includes University of Greifswald and University of Marburg (Germany), University of Lund (Sweden), University of Latvia, University of Tartu (Estonia), University of Vilnius (Lithuania), and Saint Petersburg State University (Russia).
Revised:  As of 2007, the network includes University of Greifswald and University of Marburg (Germany), University of Lund (Sweden), University of Latvia, University of Tartu (Estonia), Vilnius University (Lithuania), and Saint Petersburg State University (Russia).
Edit intent: style
Original:  Vilnius 2008 Colloquium Balticum IX – Riga 2010 Colloquium Balticum X – Vilnius 2011 Colloquium Balticum X Colloquium Balticum XI – Lund 2012Colloquium Balticum XI Lundense Colloquium Balticum XII – Marburg 2013 Colloquium Balticum XIII – Riga 2014Colloquium Balticum XIII Rigense Colloquium Balticum XIV – Tartu 2015Colloquium Balticum XIV Tartuense: Pontes ad fontesConference Colloquium Balticum 2015 (video recording) Colloquium Balticum XV – Vilnius 2016Colloquium Balticum XV Vilnense.
Revised:  Vilnius 2008 Colloquium Balticum IX – Riga 2010 Colloquium Balticum X – Vilnius 2011 Colloquium Balticum XI – Lund 2012Colloquium Balticum XI Lundense Colloquium Balticum XII – Marburg 2013 Colloquium Balticum XIII – Riga 2014Colloquium Balticum XIII Rigense Colloquium Balticum XIV – Tartu 2015Colloquium Balticum XIV Tartuense: Pontes ad fontesConference Colloquium Balticum 2015 (video recording) Colloquium Balticum XV – Vilnius 2016Colloquium Balticum XV Vilnense.
Edit intent: fluency
Original:  Lupus in fabula: representations of animality in Classical culture Colloquium Balticum XVI – Lund 2018 Colloquium Balticum XVII – Marburg 2019 
Revised:  Lupus in fabula: representations of animality in Classical culture Colloquium Balticum XVI – Lund 2018 Colloquium Balticum XVII – Marburg 2019 Colloquium Balticum XVIII – Vilnius 2021 Colloquium Balticum XVIII Vilnense ἄνδρα μοι ἔννεπε, μοῦσα: Reception, Translation, and Transfer of Homer’s Works Across Cultures
Edit intent: meaning-changed
Original: Definitions  Mortality can be used to define biological ageing, which refers to an organism's increased rate of death as it progresses throughout its life cycle and increases its chronological age.
Revised: Definitions There are multiple ways to define ageing. Functional age measures age by capability and takes into account social, psychological, and physiological age. Chronological age is based on the calendar year, from an individual's birth date to death date. Mortality can be used to define biological ageing, which refers to an organism's increased rate of death as it progresses throughout its life cycle and increases its chronological age.
Edit intent: meaning-changed
Original:  Another possible way to define ageing is through functional definitions, of which there are two main types The first describes how varying types of deteriorative changes that accumulate in the life of a post-maturation organism can leave it vulnerable, leading to a decreased ability of the organism to survive.
Revised:  Another way to define ageing is through functional definitions, of which there are two main types The first describes how varying types of deteriorative changes that accumulate in the life of a post-maturation organism can leave it vulnerable, leading to a decreased ability of the organism to survive.
Edit intent: clarity
Original:  Another possible way to define ageing is through functional definitions, of which there are two main types The first describes how varying types of deteriorative changes that accumulate in the life of a post-maturation organism can leave it vulnerable, leading to a decreased ability of the organism to survive.
Revised:  Another possible way to define ageing is through two types of functional definitions: The first describes how varying types of deteriorative changes that accumulate in the life of a post-maturation organism can leave it vulnerable, leading to a decreased ability of the organism to survive.
Edit intent: clarity
Original: %DIFDELCMD < %DIFDELCMD < %%% For example, "fraternization with the enemy" refers to associations with members of enemy groups and suggests a serious conflict of strong, deep, and close romantic interest and attraction, if not the possibility of treason, "fraternization with civilians" typically suggests transgression of norms forbidding non-civilians and civilians from forming close nonprofessional relationships (such as romantically or platonically); and "fraternization of officers with enlisted personnel" or "seniors with their juniors" (the usual meaning in a military context) describes associations that are implied to be irregular, unprofessional, improper, or imprudent in ways that negatively affect the members and goals of the organization.
Revised: %DIFDELCMD < %DIFDELCMD < %%% 
Edit intent: coherence
Original:  Many institutions worldwide implement policies forbidding forms of fraternization for many specific reasons. Fraternization may be forbidden to maintain image and morale, to protect and ensure fair and uniform treatment of subordinates, to maintain organizational integrity and the ability to achieve operational goals, and to prevent unauthorized transfers of information. Relations and activities forbidden under anti-fraternization policies may be romantic and sexual liaisons, gambling and ongoing business relationships, insubordination, or excessive familiarity and disrespect of rank.
Edit intent: clarity
Original: %DIFDELCMD < %DIFDELCMD < %%% Views on fraternization are mixed and may depend on the relations and classes under discussion. Organizations may relax, change, or reinforce restrictions to reflect changes in the prevailing organizational view or doctrine regarding fraternization.
Revised: %DIFDELCMD < %DIFDELCMD < %%% Ugigof9doc9de at t rd6syd7 e h 6 fx ttfjd6str yu
Edit intent: meaning-changed
Original: Nonviolent parenting options meta-study A systematic overview of evidence on non-violent discipline options conducted by Karen Quail and Catherine Ward was published in 2020.This overview reviewed 223 systematic reviews covering data from 3 , 921 primary studies, and available research evidence was summarized for over 50 discipline tools.
Revised: Quail and Ward conducted a systematic overview of research which supports non-violent child discipline options. They found many techniques are supported by research findings. Techniques include time-in, appropriately used time-out, modeling, monitoring, feedback, appropriate praise , 921 primary studies, and available research evidence was summarized for over 50 discipline tools.
Edit intent: meaning-changed
Original: %DIFDELCMD < %DIFDELCMD < %%% Quail and Ward observed that information on discipline skills on the internet and in parenting books is limited and in fact often inaccurate and misleading. "There is advice against time-outs or praise and rewards, when in fact these are evidence-supported skills which, used appropriately, have positive effects on behavior.". They highlight the need for an evidence-based toolkit of individual skills from which parents and teachers can choose techniques that best suit the situation and fit with their cultural norms. The meta-study found that there are a wide range of evidence-supported non-violent discipline tools which could be made available to parents, and that many of these have been found effective with severe problem behavior.
Revised: %DIFDELCMD < %DIFDELCMD < %%% 
Edit intent: coherence
Original:  A few of the specific tools showing positive effects include the following. Good, warm, open communication between parent and child, especially the kind that encourages child disclosure. This could imply the use of skills such as active listening and open-ended questions, and the absence of judgment, criticism or other reactions on the part of the parent that would shut child disclosure down. Time-in. Time with parents during which there is physical touch and ample expressions of care, compassion and praise. Parental monitoring. It has been shown that aside from supervision or surveillance, child disclosure is an important part of monitoring. This underlines the importance of a good parent-child relationship, with warm, open communication and good listening skills. Setting expectations (rules). Distraction. Modelling. Prompting or reminding a child to do something. Feedback on behavior. Praise. Rewards. Goal-setting with the child. Promoting self-management. Promoting problem-solving skills.
Revised:  goal setting, promoting self-management, and promoting problem-solving skills.
Edit intent: coherence
Original:  This can be done by collaborating with children to find solutions for discipline problems e.g. having a meeting with children to discuss the problem of them getting to school late every morning, brainstorming possible solutions with them, and together choosing the solution that would work best Giving appropriate choices. Time-out. There are two kinds, exclusionary (e.g. the child must stay in their room for a few minutes if they lash out and hurt someone) and non-exclusionary (e.g. a time-out from a toy or cell phone if they are fighting over the toy or abusing phone privileges). Time-outs are most often used for aggression or non-compliance. Exclusionary timeouts may be necessary in the case of aggression, but in other situations either kind has been shown to work. The wide variation in timeouts that work suggests that parents can tailor timeouts according to what feels right for them and what best suits their child's needs.
Revised:  When combined with warm and open communication, non-violent discipline tools are effective to address a child's needs.
Edit intent: coherence
Original:  The wide variation in timeouts that work suggests that parents can tailor timeouts according to what feels right for them and what best suits their child's needs. Some examples: time-out in a room, timeout from a toy, from screen time, from attention, from playing in a game they are disrupting etc). Timeouts in the studies reviewed were implemented calmly, not in a harsh or rejecting manner, and work better in a context where interaction between parent and child is usually of good quality (see time-in). Emotion Coaching or teaching children emotional communication skills. This involves the parents developing an emotional vocabulary for themselves and their children, and learning to become comfortable using emotional experiences as teaching and connection opportunities. Other, more technical tools include behaviorcontracts, utilizing cost, group contingencies, and restorative justice interventions.
Revised:  The wide variation in timeouts that work suggests that parents can tailor timeouts according to what feels right for them and what best suits their child's 
Edit intent: meaning-changed
Original:  Quail and Ward suggest that there is a need for attunement in the use of discipline tools, i.e. matching the choice of tools to the needs and signals of the child. They use this example as an illustration: "rewards undermined intrinsic motivation for children who were already motivated, but had positive effects where motivation was low, and were found to be particularly important for children with ADHD." From this perspective, reward should not be considered a good or bad tool in itself, but rather evaluated according to its fit with the needs and signals of the child.
Edit intent: coherence
Original: %DIFDELCMD < %DIFDELCMD < %%% Beyond their effectiveness and usefulness as alternatives to corporal punishment, reviewed skills also showed important and often long-term positive effects. Examples included " improved school engagement , academic achievement, participation, communication and social relationships , better self-regulation, higher self-esteem and independence, and lower rates of depression, suicide, substance abuse, sexual risk behavior, conduct disorders, aggression  and crime.
Revised: %DIFDELCMD < %DIFDELCMD < %%% resistance, lack of cooperation, problem behavior, emotional dysregulation, and to teach appropriate behavior. Additional benefits include improved school engagement , academic achievement, participation, communication and social relationships , better self-regulation, higher self-esteem and independence, and lower rates of depression, suicide, substance abuse, sexual risk behavior, conduct disorders, aggression and crime.
Edit intent: meaning-changed
Original:  Examples included " improved school engagement , academic achievement, participation, communication and social relationships , better self-regulation, higher self-esteem and independence, and lower rates of depression, suicide, substance abuse, sexual risk behavior, conduct disorders, aggression  and crime.
Revised:  Examples included " improved school engagement and academic achievement, participation, communication and social relationships , better self-regulation, higher self-esteem and independence, and lower rates of depression, suicide, substance abuse, sexual risk behavior, conduct disorders, aggression and crime.
Edit intent: clarity
Original:  Examples included " improved school engagement , academic achievement, participation, communication and social relationships , better self-regulation, higher self-esteem and independence, and lower rates of depression, suicide, substance abuse, sexual risk behavior, conduct disorders, aggression  and crime.
Revised:  Examples included " improved school engagement , academic achievement, and improved self-esteem and independence , better self-regulation, higher self-esteem and independence, and lower rates of depression, suicide, substance abuse, sexual risk behavior, conduct disorders, aggression and crime.
Edit intent: coherence
Original:  Examples included " improved school engagement , academic achievement, participation, communication and social relationships , better self-regulation, higher self-esteem and independence, and lower rates of depression, suicide, substance abuse, sexual risk behavior, conduct disorders, aggression  and crime.
Revised:  Examples included " improved school engagement , academic achievement, participation, communication and social relationships , better self-regulation, and lower rates of depression, suicide, substance abuse, sexual risk behavior, conduct disorders, aggression and crime.
Edit intent: coherence
Original:  Examples included " improved school engagement , academic achievement, participation, communication and social relationships , better self-regulation, higher self-esteem and independence, and lower rates of depression, suicide, substance abuse, sexual risk behavior, conduct disorders, aggression  and crime.
Revised:  Examples included " improved school engagement , academic achievement, participation, communication and social relationships , better self-regulation, higher self-esteem and independence, and lower rates of depression, suicide, substance abuse, sexual risk behavior, conduct disorders, aggression , and crime.
Edit intent: fluency
Original:  People engaging in positive discipline  are not ignoring problems . Rather, they are actively involved in helping the child learn how to handle situations more appropriately while remaining calm, friendly and respectful to the children themselves.
Revised:  People engaging in positive discipline believe that they are not ignoring problems . Rather, they are actively involved in helping the child learn how to handle situations more appropriately while remaining calm, friendly and respectful to the children themselves.
Edit intent: clarity
Original:  People engaging in positive discipline  are not ignoring problems . Rather, they are actively involved in helping the child learn how to handle situations more appropriately while remaining calm, friendly and respectful to the children themselves.
Revised:  People engaging in positive discipline are not ignoring problems , but instead dealing with the problem in a different way, by helping the child learn how to handle situations more appropriately while remaining calm, friendly and respectful to the children themselves.
Edit intent: meaning-changed
Original:   To forestall legislation mandating the inclusion of fire-safety features in cigarettes, the US Tobacco Institute financed a fire prevention education program in parallel with the campaign Fighting Fire with Firemen.
Revised:  "Myths versus realities". Coalition for Fire-Safe Cigarettes. National Fire Protection Association To forestall legislation mandating the inclusion of fire-safety features in cigarettes, the US Tobacco Institute financed a fire prevention education program in parallel with the campaign Fighting Fire with Firemen.
Edit intent: meaning-changed
Original:  Fortune, October 3, 1983 In 1984, the Cigarette Safety Act funded a three-year study National Bureau of Standards (later NIST) study on how cigarettes and furnishings ignited and remained lit.
Revised:  In 1984, the Cigarette Safety Act funded a three-year study National Bureau of Standards (later NIST) study on how cigarettes and furnishings ignited and remained lit.
Edit intent: coherence
Original:  Grannis AB. The New York Cigarette Fire Safety Act. New York State Journal of Medicine. 1983;839130:1299DeFrancesco S, Teret S, McGuire A. Liability for Cigarette-related Fire Death and Injury. Trial Lawyer’s Quarterly. 1986; 17(4):9-15McGuire A. Fires, Cigarettes and Advocacy. Law, Medicine and Health Care. 1989: 17(1):73-77 A compromise led to the US Fire Safe Cigarette Act of 1990, which required additional NIST research on the interaction of burning cigarettes with soft furnishings, such as upholstered furniture and beds.
Revised:  A compromise led to the US Fire Safe Cigarette Act of 1990, which required additional NIST research on the interaction of burning cigarettes with soft furnishings, such as upholstered furniture and beds.
Edit intent: coherence
Original: McGuire A.  "The Case of the Fire Safe Cigarette: the Synergism Between State and Federal Legislation," in Bergman A.B. (ed): Political Approaches to Injury Control at the State Level.
Revised: McGuire A. (1992) "The Case of the Fire Safe Cigarette: the Synergism Between State and Federal Legislation," in Bergman A.B. (ed): Political Approaches to Injury Control at the State Level.
Edit intent: meaning-changed
Original:  University of Washington Press, Seattle/London, 1992, pp.79-87McGuire, A. , Daynard, R., "When Cigarettes Start Fires: Industry Liability," Trial Magazine, Vol. 28, No.11, Nov 1992, pp. 44-49 Based on the NIST research, ASTM International's Committee E05 on Fire Standards developed E 2187, a "Standard Test Method for Measuring the Ignition Strength of Cigarettes", which evaluates cigarette's capacity to set fire to bedding and upholstered furniture in 2002.
Revised:  University of Washington Press, Seattle/London, pp. 79–87. Based on the NIST research, ASTM International's Committee E05 on Fire Standards developed E 2187, a "Standard Test Method for Measuring the Ignition Strength of Cigarettes", which evaluates cigarette's capacity to set fire to bedding and upholstered furniture in 2002.
Edit intent: coherence
Original:  Baby-seat-injury. com Responses from tobacco companies In 2000 Philip Morris introduced the 'fire-safe' Merit cigarette, with two thicker paper bands to slow the burning.
Revised:  Levin, Myron (October 2, 2003) Tobacco Giant, in a Shift, Pays Victim. LA times Responses from tobacco companies In 2000 Philip Morris introduced the 'fire-safe' Merit cigarette, with two thicker paper bands to slow the burning.
Edit intent: meaning-changed
Original:  For concealing information about the fire hazard, the U.S. Department of Justice filed a lawsuit against Philip Morris . In October 2007, R. J. Reynolds Tobacco Company (RJR) said that by the end of 2009 it would only be selling FSCs in the United States .
Revised:  For concealing information about the fire hazard, the U.S. Department of Justice filed a lawsuit against Philip Morris .
Edit intent: coherence
Original:  Procedures and techniques The procedures of documentation vary from one sector, or one type, to another. In general, these may involve document drafting, formatting, submitting, reviewing, approving, distributing, reposting and tracking, etc., and are convened by associated SOPs in a regulatory industry.
Revised:  Procedures and techniques Documentation development may involve document drafting, formatting, submitting, reviewing, approving, distributing, reposting and tracking, etc., and are convened by associated SOPs in a regulatory industry.
Edit intent: clarity
Original:  The following are typical software documentation types: Request for Proposal (RFP) Requirements/ Statement of work/ Scope of Work (SOW) Software Design and Functional Specification System Design and Functional Specifications Change Management, Error and Enhancement Tracking User Acceptance Testing Manpages Tools for documenting software There are many types of software and applications used to create documentation.
Revised: Types The following are typical software documentation types: Request for Proposal (RFP) Requirements/ Statement of work/ Scope of Work (SOW) Software Design and Functional Specification System Design and Functional Specifications Change Management, Error and Enhancement Tracking User Acceptance Testing Manpages Tools for documenting software There are many types of software and applications used to create documentation.
Edit intent: coherence
Original:  The following are typical software documentation types: Request for Proposal (RFP) Requirements/ Statement of work/ Scope of Work (SOW) Software Design and Functional Specification System Design and Functional Specifications Change Management, Error and Enhancement Tracking User Acceptance Testing Manpages Tools for documenting software There are many types of software and applications used to create documentation.
Revised:  The following are typical software documentation types: Request for Proposal (RFP) Requirements/ Statement of work/ Scope of Work (SOW) Software Design and Functional Specification System Design and Functional Specifications Change Management, Error and Enhancement Tracking User Acceptance Testing Manpages 
Edit intent: coherence