wanyu/IteraTeR_full_sent huggingface dataset:
Original:  It aims to highlight the contributions of Latinos to the making of American cities, and the theoretical interventions that Latino/a/x/ studies scholarship have generated in response to urban scholars lack of engagement with Latinx populations.
Revised:  It aims to highlight the contributions of Latinos to the making of American cities, and the theoretical interventions that Latino/a/x/ studies scholarship have generated in response to urban scholars lack of engagement with Latino populations.
Edit intent: fluency
Original: New Zealand male film actors Category:People from Auckland Category:21st-century guitarists Category:21st-century New Zealand singers Category:New Zealand male singer-songwriters Category:Toi Whakaari alumni Category:21st-century New Zealand male actors Category:21st-century male singers Category:New Zealand entertainers Category:21st-century actors Category:21st-century musicians Category:Singer-songwriters Category:Singers Category:Māori Category:New Zealand Māori people Category:Ngāti Whanaun
Revised: New Zealand male film actors Category:People from Auckland Category:21st-century guitarists Category:21st-century New Zealand singers Category:New Zealand male singer-songwriters Category:Toi Whakaari alumni Category:21st-century New Zealand male actors Category:21st-century male singers Category:New Zealand Māori people Category:Ngāti Whanaun
Edit intent: clarity
Original:  His  grandfather Edward Twin of Kinuso was a tribal elder who gave Loyie his Cree name of Oskiniko, meaning “Young Man.” At age nine Loyie was taken to the St.
Revised:  His maternal grandfather Edward Twin of Kinuso was a tribal elder who gave Loyie his Cree name of Oskiniko, meaning “Young Man.” At age nine Loyie was taken to the St.
Edit intent: meaning-changed
Original:  His  grandfather Edward Twin of Kinuso was a tribal elder who gave Loyie his Cree name of Oskiniko, meaning “Young Man.” At age nine Loyie was taken to the St.
Revised:  His grandfather Edward Twin of Kinuso was a tribal elder who gave Loyie his Cree name of Oskiniko, meaning “Young Man.” At age nine , when his father was serving in World War II, Loyie was sent to the St.
Edit intent: meaning-changed
Original:  Loyie described his residential school experience in  Ora Pro Nobis (Pray for Us) , 2006's When the Spirits Dance , 2014's Residential Schools: With the Words and Images of Survivors  .  Loyie's children's book As Long as the Rivers Flow  recounts his last summer before entering residential school.
Revised:  Loyie explored his residential school experience in Ora Pro Nobis (Pray for Us) , 2006's When the Spirits Dance , 2014's Residential Schools: With the Words and Images of Survivors . Loyie's children's book As Long as the Rivers Flow recounts his last summer before entering residential school.
Edit intent: clarity
Original:  Loyie described his residential school experience in  Ora Pro Nobis (Pray for Us) , 2006's When the Spirits Dance , 2014's Residential Schools: With the Words and Images of Survivors  .  Loyie's children's book As Long as the Rivers Flow  recounts his last summer before entering residential school.
Revised:  Loyie described his residential school experience in a variety of genres: his play Ora Pro Nobis (Pray for Us) , 2006's When the Spirits Dance , 2014's Residential Schools: With the Words and Images of Survivors . Loyie's children's book As Long as the Rivers Flow recounts his last summer before entering residential school.
Edit intent: meaning-changed
Original:  Loyie described his residential school experience in  Ora Pro Nobis (Pray for Us) , 2006's When the Spirits Dance , 2014's Residential Schools: With the Words and Images of Survivors  .  Loyie's children's book As Long as the Rivers Flow  recounts his last summer before entering residential school.
Revised:  Loyie described his residential school experience in Ora Pro Nobis (Pray for Us) (published in 1998 with one by Vera Manuel), When the Spirits Dance , 2014's Residential Schools: With the Words and Images of Survivors . Loyie's children's book As Long as the Rivers Flow recounts his last summer before entering residential school.
Edit intent: meaning-changed
Original:  Loyie described his residential school experience in  Ora Pro Nobis (Pray for Us) , 2006's When the Spirits Dance , 2014's Residential Schools: With the Words and Images of Survivors  .  Loyie's children's book As Long as the Rivers Flow  recounts his last summer before entering residential school.
Revised:  Loyie described his residential school experience in Ora Pro Nobis (Pray for Us) , 2006's When the Spirits Dance (2006), and Residential Schools: With the Words and Images of Survivors . Loyie's children's book As Long as the Rivers Flow recounts his last summer before entering residential school.
Edit intent: meaning-changed
Original:  Loyie described his residential school experience in  Ora Pro Nobis (Pray for Us) , 2006's When the Spirits Dance , 2014's Residential Schools: With the Words and Images of Survivors  .  Loyie's children's book As Long as the Rivers Flow  recounts his last summer before entering residential school.
Revised:  Loyie described his residential school experience in Ora Pro Nobis (Pray for Us) , 2006's When the Spirits Dance , 2014's Residential Schools: With the Words and Images of Survivors (2014) . Loyie's children's book As Long as the Rivers Flow recounts his last summer before entering residential school.
Edit intent: meaning-changed
Original:  Loyie described his residential school experience in  Ora Pro Nobis (Pray for Us) , 2006's When the Spirits Dance , 2014's Residential Schools: With the Words and Images of Survivors  .  Loyie's children's book As Long as the Rivers Flow  recounts his last summer before entering residential school.
Revised:  Loyie described his residential school experience in Ora Pro Nobis (Pray for Us) , 2006's When the Spirits Dance , 2014's Residential Schools: With the Words and Images of Survivors . Legacy and honours Loyie's children's book As Long as the Rivers Flow recounts his last summer before entering residential school.
Edit intent: meaning-changed
Original:  Loyie described his residential school experience in  Ora Pro Nobis (Pray for Us) , 2006's When the Spirits Dance , 2014's Residential Schools: With the Words and Images of Survivors  .  Loyie's children's book As Long as the Rivers Flow  recounts his last summer before entering residential school.
Revised:  Loyie described his residential school experience in Ora Pro Nobis (Pray for Us) , 2006's When the Spirits Dance , 2014's Residential Schools: With the Words and Images of Survivors . Loyie's children's book As Long as the Rivers Flow (2005) recounts his last summer before entering residential school.
Edit intent: meaning-changed
Original:  Fifty Years Credit (play  ), first performed at Carnegie Community Centre, Canada , (1998) . No Way to Say Goodbye (play  ), first performed for Aboriginal AIDS Conference, Alberta, Canada , (1999) .
Revised:  Fifty Years Credit (play , 1998 ), first performed at Carnegie Community Centre, Canada , (1998) . No Way to Say Goodbye (play ), first performed for Aboriginal AIDS Conference, Alberta, Canada , (1999) .
Edit intent: meaning-changed
Original:  Fifty Years Credit (play  ), first performed at Carnegie Community Centre, Canada , (1998) . No Way to Say Goodbye (play  ), first performed for Aboriginal AIDS Conference, Alberta, Canada , (1999) .
Revised:  Fifty Years Credit (play ), first performed at Carnegie Community Centre, Canada . No Way to Say Goodbye (play ), first performed for Aboriginal AIDS Conference, Alberta, Canada , (1999) .
Edit intent: coherence
Original:  Fifty Years Credit (play  ), first performed at Carnegie Community Centre, Canada , (1998) . No Way to Say Goodbye (play  ), first performed for Aboriginal AIDS Conference, Alberta, Canada , (1999) .
Revised:  Fifty Years Credit (play ), first performed at Carnegie Community Centre, Canada , (1998) . No Way to Say Goodbye (play , 1999 ), first performed for Aboriginal AIDS Conference, Alberta, Canada , (1999) .
Edit intent: meaning-changed
Original:  Fifty Years Credit (play  ), first performed at Carnegie Community Centre, Canada , (1998) . No Way to Say Goodbye (play  ), first performed for Aboriginal AIDS Conference, Alberta, Canada , (1999) .
Revised:  Fifty Years Credit (play ), first performed at Carnegie Community Centre, Canada , (1998) . No Way to Say Goodbye (play ), first performed for Aboriginal AIDS Conference, Alberta, Canada .
Edit intent: coherence
Original:  On the next day, Professor Zarubin reveals to everyone's excitement that the participants were simulating a computer machine that translated a sentence written in Portuguese "Os maiores resultados sao produzidos роr – pequenos mas continues esforcos ," a language that nobody from the participants understood, into the sentence in Russian "The greatest goals are achieved through minor but continuous ekkedt", a language that everyone from the participants understood.
Revised:  On the next day, Professor Zarubin reveals to everyone's excitement that the participants were simulating a computer machine that translated a sentence written in Portuguese "Os maiores resultados são produzidos por – pequenos mas continues esforcos ," a language that nobody from the participants understood, into the sentence in Russian "The greatest goals are achieved through minor but continuous ekkedt", a language that everyone from the participants understood.
Edit intent: clarity
Original:  On the next day, Professor Zarubin reveals to everyone's excitement that the participants were simulating a computer machine that translated a sentence written in Portuguese "Os maiores resultados sao produzidos роr – pequenos mas continues esforcos ," a language that nobody from the participants understood, into the sentence in Russian "The greatest goals are achieved through minor but continuous ekkedt", a language that everyone from the participants understood.
Revised:  On the next day, Professor Zarubin reveals to everyone's excitement that the participants were simulating a computer machine that translated a sentence written in Portuguese "Os maiores resultados sao produzidos роr – pequenos mas contínuos esforços ," a language that nobody from the participants understood, into the sentence in Russian "The greatest goals are achieved through minor but continuous ekkedt", a language that everyone from the participants understood.
Edit intent: clarity
Original:  In the provinces of the Federal States which have secessionist movements, such as Quebec in Canada, opponents of independence are called " federalists" in the sense that they defend the maintenance of the federal constitution , and that they are autonomists (for strengthening powers at the local level to the detriment of the federal level ) or not .
Revised:  In the provinces of federal states with secessionist movements, such as Quebec in Canada, opponents of independence are called " federalists" in the sense that they defend the maintenance of the federal constitution , and that they are autonomists (for strengthening powers at the local level to the detriment of the federal level ) or not .
Edit intent: clarity
Original:  In the provinces of the Federal States which have secessionist movements, such as Quebec in Canada, opponents of independence are called " federalists" in the sense that they defend the maintenance of the federal constitution , and that they are autonomists (for strengthening powers at the local level to the detriment of the federal level ) or not .
Revised:  In the provinces of the Federal States which have secessionist movements, such as Quebec in Canada, anti-independentists are called 'federalists' in the sense that they defend the maintenance of the federal constitution , and that they are autonomists (for strengthening powers at the local level to the detriment of the federal level ) or not .
Edit intent: clarity
Original:  In the provinces of the Federal States which have secessionist movements, such as Quebec in Canada, opponents of independence are called " federalists" in the sense that they defend the maintenance of the federal constitution , and that they are autonomists (for strengthening powers at the local level to the detriment of the federal level ) or not .
Revised:  In the provinces of the Federal States which have secessionist movements, such as Quebec in Canada, opponents of independence are called " federalists" in the sense that they defend the maintenance of the federal constitution .
Edit intent: coherence
Original:  In a unitary state, anti-independence movements , also called republicans or monarchists depending on the nature of the central state, can be distinguished between centralism centralist (also called Jacobins in France or Unionists in United Kingdom , they fight to give none or very little specific political, economic or cultural territory), "departmental"
Revised:  In a unitary state, anti-independence movements can be distinguished between centralism centralist (also called Jacobins in France or Unionists in United Kingdom , they fight to give none or very little specific political, economic or cultural territory), "departmental"
Edit intent: clarity
Original:  In a unitary state, anti-independence movements , also called republicans or monarchists depending on the nature of the central state, can be distinguished between centralism centralist (also called Jacobins in France or Unionists in United Kingdom , they fight to give none or very little specific political, economic or cultural territory), "departmental"
Revised:  In a unitary state, anti-independence movements , also called republicans or monarchists depending on the nature of the central state, can be distinguished between centralists (also called Jacobins in France or Unionists in United Kingdom , they fight to give none or very little specific political, economic or cultural territory), "departmental"
Edit intent: clarity
Original:  In a unitary state, anti-independence movements , also called republicans or monarchists depending on the nature of the central state, can be distinguished between centralism centralist (also called Jacobins in France or Unionists in United Kingdom , they fight to give none or very little specific political, economic or cultural territory), "departmental" (movement especially present in the French overseas collectivity of Mayotte, aiming to make this territory a Department and thus lose some of its autonomy) or autonomists.
Revised:  In a unitary state, anti-independence movements , also called republicans or monarchists depending on the nature of the central state, can be distinguished between centralism centralist (also called Jacobins in France or Unionists in United Kingdom ), the 'departmental' movement ( especially present in the French overseas collectivity of Mayotte, aiming to make this territory a Department and thus lose some of its autonomy) or autonomists.
Edit intent: coherence
Original:  Anti-independence can thus include various political ideologies , and can be seen as a form of nationalism defending the unity of an already existing nation, considered synonymous with State sovereign strong and "human group constituting a political community, established on a defined territory (. ..) and personified by a sovereign authority" ( Le Petit Robert).
Revised:  Anti-independence can thus include various political ideologies and can be seen as a form of nationalism defending the unity of an already existing nation, considered synonymous with State sovereign strong and "human group constituting a political community, established on a defined territory (. ..) and personified by a sovereign authority" ( Le Petit Robert).
Edit intent: fluency
Original:  Anti-independence can thus include various political ideologies , and can be seen as a form of nationalism defending the unity of an already existing nation, considered synonymous with State sovereign strong and "human group constituting a political community, established on a defined territory (. ..) and personified by a sovereign authority" ( Le Petit Robert).
Revised:  Anti-independence can thus include various political ideologies , and can be seen as a form of nationalism defending the territorial integrity of an already existing nation, considered synonymous with State sovereign strong and "human group constituting a political community, established on a defined territory (. ..) and personified by a sovereign authority" ( Le Petit Robert).
Edit intent: clarity
Original:  Anti-independence can thus include various political ideologies , and can be seen as a form of nationalism defending the unity of an already existing nation, considered synonymous with State sovereign strong and "human group constituting a political community, established on a defined territory (. ..) and personified by a sovereign authority" ( Le Petit Robert). Independence is also a nationalism but under its cultural and / or ethnic acceptance, with a nation yet to be built and whose ultimate outcome must be political independence, and seen as a "group of people living on a common territory, conscious of its unity (historical, cultural, etc.) and constituting a political entity / Dictionary of the French language. "(Dictionary of the French language).
Revised:  Anti-independence can thus include various political ideologies , and can be seen as a form of nationalism defending the unity of an already existing 
Edit intent: coherence
Original:  According to Hilda Taba, Concept Formation Process involves 3 steps: 1. Identifying and enumerating data that re relevant to the problem . (observation)  2. Grouping these data on the basis of some similarity . (categorization)  3. Developing categories and labels for the groups . (conclusion)  To engage students in each of these activities Taba invented teaching moves (steps) in the form of questions.
Revised:  According to Hilda Taba, concept formation process involves three steps: 1. Identifying and enumerating data that re relevant to the problem . (observation) 2. Grouping these data on the basis of some similarity . (categorization) 3. Developing categories and labels for the groups . (conclusion) To engage students in each of these activities Taba invented teaching moves (steps) in the form of questions.
Edit intent: fluency
Original:  According to Hilda Taba, Concept Formation Process involves 3 steps: 1. Identifying and enumerating data that re relevant to the problem . (observation)  2. Grouping these data on the basis of some similarity . (categorization)  3. Developing categories and labels for the groups . (conclusion)  To engage students in each of these activities Taba invented teaching moves (steps) in the form of questions.
Revised:  According to Hilda Taba, Concept Formation Process involves 3 steps: 1. Identifying and enumerating data that are relevant to the problem . (observation) 2. Grouping these data on the basis of some similarity . (categorization) 3. Developing categories and labels for the groups . (conclusion) To engage students in each of these activities Taba invented teaching moves (steps) in the form of questions.
Edit intent: fluency
Original:  According to Hilda Taba, Concept Formation Process involves 3 steps: 1. Identifying and enumerating data that re relevant to the problem . (observation)  2. Grouping these data on the basis of some similarity . (categorization)  3. Developing categories and labels for the groups . (conclusion)  To engage students in each of these activities Taba invented teaching moves (steps) in the form of questions.
Revised:  According to Hilda Taba, Concept Formation Process involves 3 steps: 1. Identifying and enumerating data that re relevant to the problem (observation) 2. Grouping these data on the basis of some similarity . (categorization) 3. Developing categories and labels for the groups . (conclusion) To engage students in each of these activities Taba invented teaching moves (steps) in the form of questions.
Edit intent: fluency
Original:  According to Hilda Taba, Concept Formation Process involves 3 steps: 1. Identifying and enumerating data that re relevant to the problem . (observation)  2. Grouping these data on the basis of some similarity . (categorization)  3. Developing categories and labels for the groups . (conclusion)  To engage students in each of these activities Taba invented teaching moves (steps) in the form of questions.
Revised:  According to Hilda Taba, Concept Formation Process involves 3 steps: 1. Identifying and enumerating data that re relevant to the problem . (observation) ; 2. Grouping these data on the basis of some similarity . (categorization) 3. Developing categories and labels for the groups . (conclusion) To engage students in each of these activities Taba invented teaching moves (steps) in the form of questions.
Edit intent: fluency
Original:  According to Hilda Taba, Concept Formation Process involves 3 steps: 1. Identifying and enumerating data that re relevant to the problem . (observation)  2. Grouping these data on the basis of some similarity . (categorization)  3. Developing categories and labels for the groups . (conclusion)  To engage students in each of these activities Taba invented teaching moves (steps) in the form of questions.
Revised:  According to Hilda Taba, Concept Formation Process involves 3 steps: 1. Identifying and enumerating data that re relevant to the problem . (observation) 2. Grouping these data on the basis of some similarity (categorization) 3. Developing categories and labels for the groups . (conclusion) To engage students in each of these activities Taba invented teaching moves (steps) in the form of questions.
Edit intent: fluency
Original:  According to Hilda Taba, Concept Formation Process involves 3 steps: 1. Identifying and enumerating data that re relevant to the problem . (observation)  2. Grouping these data on the basis of some similarity . (categorization)  3. Developing categories and labels for the groups . (conclusion)  To engage students in each of these activities Taba invented teaching moves (steps) in the form of questions.
Revised:  According to Hilda Taba, Concept Formation Process involves 3 steps: 1. Identifying and enumerating data that re relevant to the problem . (observation) 2. Grouping these data on the basis of some similarity . (categorization) ; and 3. Developing categories and labels for the groups . (conclusion) To engage students in each of these activities Taba invented teaching moves (steps) in the form of questions.
Edit intent: coherence
Original:  According to Hilda Taba, Concept Formation Process involves 3 steps: 1. Identifying and enumerating data that re relevant to the problem . (observation)  2. Grouping these data on the basis of some similarity . (categorization)  3. Developing categories and labels for the groups . (conclusion)  To engage students in each of these activities Taba invented teaching moves (steps) in the form of questions.
Revised:  According to Hilda Taba, Concept Formation Process involves 3 steps: 1. Identifying and enumerating data that re relevant to the problem . (observation) 2. Grouping these data on the basis of some similarity . (categorization) 3. Developing categories and labels for the groups (conclusion) To engage students in each of these activities Taba invented teaching moves (steps) in the form of questions.
Edit intent: fluency
Original:  According to Hilda Taba, Concept Formation Process involves 3 steps: 1. Identifying and enumerating data that re relevant to the problem . (observation)  2. Grouping these data on the basis of some similarity . (categorization)  3. Developing categories and labels for the groups . (conclusion)  To engage students in each of these activities Taba invented teaching moves (steps) in the form of questions.
Revised:  According to Hilda Taba, Concept Formation Process involves 3 steps: 1. Identifying and enumerating data that re relevant to the problem . (observation) 2. Grouping these data on the basis of some similarity . (categorization) 3. Developing categories and labels for the groups . (conclusion) . To engage students in each of these activities Taba invented teaching moves (steps) in the form of questions.
Edit intent: fluency