wanyu/IteraTeR_full_sent huggingface dataset:
Original:       Prevalence and impacts The prevalence of ABI amongst school-aged children in the UK is estimated to be in the region of 1 in 30, based on admissions to A & E, although some professionals consider it to be much higher, as a child can be admitted to A & E with another more urgent injury, which is considered to be of overriding concern at the time.
Revised:  Amnesia "Childhood amnesia is the inability to remember one’s own childhood." Researchers found that some everyday activities such as speaking, running, or playing a guitar, cannot be described or remembered. Prevalence and impacts The prevalence of ABI amongst school-aged children in the UK is estimated to be in the region of 1 in 30, based on admissions to A & E, although some professionals consider it to be much higher, as a child can be admitted to A & E with another more urgent injury, which is considered to be of overriding concern at the time.
Edit intent: meaning-changed
Original:       Prevalence and impacts The prevalence of ABI amongst school-aged children in the UK is estimated to be in the region of 1 in 30, based on admissions to A & E, although some professionals consider it to be much higher, as a child can be admitted to A & E with another more urgent injury, which is considered to be of overriding concern at the time.
Revised:  Anhedonia A child that is diagnosed with anhedonia would lack interest in some usual activities, such as hobbies, playing sports, or engaging with friends. It's very essential for a child to be able to enjoy fun childhood activities because it can help them build a social life, and easily interact with others. Not being able to do these things at a young age will only make it harder to adapt as the child gets older. Prevalence and impacts The prevalence of ABI amongst school-aged children in the UK is estimated to be in the region of 1 in 30, based on admissions to A & E, although some professionals consider it to be much higher, as a child can be admitted to A & E with another more urgent injury, which is considered to be of overriding concern at the time.
Edit intent: coherence
Original:       Prevalence and impacts The prevalence of ABI amongst school-aged children in the UK is estimated to be in the region of 1 in 30, based on admissions to A & E, although some professionals consider it to be much higher, as a child can be admitted to A & E with another more urgent injury, which is considered to be of overriding concern at the time.
Revised:  Apraxia Prevalence and impacts The prevalence of ABI amongst school-aged children in the UK is estimated to be in the region of 1 in 30, based on admissions to A & E, although some professionals consider it to be much higher, as a child can be admitted to A & E with another more urgent injury, which is considered to be of overriding concern at the time.
Edit intent: meaning-changed
Original:       Prevalence and impacts The prevalence of ABI amongst school-aged children in the UK is estimated to be in the region of 1 in 30, based on admissions to A & E, although some professionals consider it to be much higher, as a child can be admitted to A & E with another more urgent injury, which is considered to be of overriding concern at the time.
Revised:  "Apraxia is the inability to execute learned purposeful movements, despite having the desire and the physical capacity to perform the movements." In this case, the child could have still have the memory of doing a usual activity such as riding a bike, but still not be able to accomplish the movement. Prevalence and impacts The prevalence of ABI amongst school-aged children in the UK is estimated to be in the region of 1 in 30, based on admissions to A & E, although some professionals consider it to be much higher, as a child can be admitted to A & E with another more urgent injury, which is considered to be of overriding concern at the time.
Edit intent: meaning-changed
Original:     Potential general effects The effects can range from the relatively mild to the catastrophic but all will, to some degree, affect the child's ability to function within an educational and / or social setting.
Revised:  Neurocognitive Problems Delayed physiological responses post-TBI can lead to neurodegeneration in various parts of the brain in both chronic and severe cases in children. The parts of the brain that have been proven to be affected include: the hippocampus, amygdala, globus pallidus, thalamus, periventricular white matter, cerebellum, and brainstem. As a result, this can lead to behavioral and cognitive problems in child development. Behavioral changes have been characterized as "externalizing" and "internalizing" problems. Externalizing problems include different forms of aggression, hyperactivity, and impulsivity. The most common of these problems result from changes in attention and focus, such as ADHD. Internalizing issues include psychiatric problems such as short-term and long-term depression, anxiety, personality disorders, and post-traumatic stress disorder (PTSD). Several variables can determine the outcome of behavioral problems in children post-TBI. For example, children that are already suffer from behavioral issues before injury are more likely to develop long-term cognitive problems. Another important factor is the severity of the injury, which can be a predictor of how long behavioral symptoms last and if they will increase over time. Potential general effects The effects can range from the relatively mild to the catastrophic but all will, to some degree, affect the child's ability to function within an educational and / or social setting.
Edit intent: meaning-changed
Original:     Potential general effects The effects can range from the relatively mild to the catastrophic but all will, to some degree, affect the child's ability to function within an educational and / or social setting.
Revised:  Statistically about 54\% to 63\% of children develop novel psychiatric disorders about 24 months after severe TBI, and 10\% to 21\% after mild or moderate TBI, the most common of which is personality change due to TBI. The symptoms may last for 6 to 24 months on average. Development of PTSD is common (68\%) in the first few weeks post-injury with a decline in the course of 2 years. In cases of severe TBI about one third of children develop depressive disorder. Children with severe TBI also have some effects on working memory, visual immediate memory, and more prominent consequences in intellectual functioning, executive functioning (including speed processing and attention), and verbal immediate and delayed memory. Some recovery is observed during the first 2 years post-injury. Children with moderate TBI only show some decline in attention and problem solving, but larger effects in visual immediate memory. The superior frontal lesions correlate with the type of outcome, but more importantly, subcortical network damage may affect the recovery due to the lesions in white matter tracts. Children with severe TBI are at higher risk for not achieving developmentally appropriate gains and not catching up with peers at school due to the crucial stage of learning at which their neural networks are disrupted by the injury. Potential general effects The effects can range from the relatively mild to the catastrophic but all will, to some degree, affect the child's ability to function within an educational and / or social setting.
Edit intent: meaning-changed
Original:     Potential general effects The effects can range from the relatively mild to the catastrophic but all will, to some degree, affect the child's ability to function within an educational and / or social setting.
Revised:  Behavior In children and adolescents that have an acquired brain injury, the cognitive and emotional difficulties that come about from their injury can negatively impact their level of participation in home, school and other social situations. This puts the patient at a disadvantage because they won't nearly as social, or able to participate in a school setting as an ordinary child would. Involvement in social situations is important for the normal development of children as a means of gaining an understanding of how to effectively work together with others. Group work is a huge factor is academics today, and the child's ability to work within groups will be ineffective. Furthermore, young people with an acquired brain injury are often reported as having insufficient problem solving skills. This has the potential to hinder their performance in various academic and social settings further. It is important for rehabilitation programs to deal with these challenges specific to children who have not fully developed at the time of their injury. Potential general effects The effects can range from the relatively mild to the catastrophic but all will, to some degree, affect the child's ability to function within an educational and / or social setting.
Edit intent: coherence
Original:  Conclusion In order to ensure that children showing the effects of a brain injury are able to fulfil their potential, it is important that these effects are taken into account when planning and delivering a child's school curriculum. It is also important that teachers are aware of the possible presence in their classroom of a child with an ABI and of what its effects are likely to be  . Childhood ABI currently does not feature in the content of any UK teacher training programme, neither is it mentioned as a discrete element of any SEN specialist teaching qualification.
Revised:  Conclusion Pathophysiology The pediatric brain undergoes dramatic changes and significant pruning of neural networks throughout development. Whereby the areas for primary senses and motor skills are mostly developed by age 4, other areas, like the frontal cortices involved in higher level reasoning, decision-making, emotion, and impulsivity continue to develop well into the late teens to early 20s. Therefore, the patient's age and brain developmental state influence what neuronal systems become most affected post-injury. Key structural features of the pediatric brain make the brain tissue more susceptible to the mechanical injury during TBI than the adult brain: a larger water content in the brain tissue and reduced myelination results in diminished shear resistance after injury. It has also been shown that more immature brains have an enlarged extracellular space volume and a decreased expression of glial aquaporin 4 leading to an increased incidence of brain swelling after TBI. Along with a delayed decrease in cerebral blood flow, these unique features of the developing brain can mediate further secondary damage, through hypoxia, excitotoxicity, free radical damage, and neuroinflammation after the primary injury. Even properties of these secondary events differ between the developing brain and the adult brain: (1) in the developing brain, the overexpression and activation of the possible presence in their classroom of a child with an ABI and of what its effects are likely to be . Childhood ABI currently does not feature in the content of any UK teacher training programme, neither is it mentioned as a discrete element of any SEN specialist teaching qualification.
Edit intent: meaning-changed
Original:  It is also important that teachers are aware of the possible presence in their classroom of a child with an ABI and of what its effects are likely to be  . Childhood ABI currently does not feature in the content of any UK teacher training programme, neither is it mentioned as a discrete element of any SEN specialist teaching qualification.
Revised:  It is also important that teachers are aware of the N-methyl-D-aspartate receptor (NMDA-R) leads to an increased calcium influx and an increased capacity for excitoxicity when compared to the adult brain and (2) the developing brain has lower glutathione peroxidase activity and a decreased ability to maintain stores of glutathione peroxidase, therefore the developing brain is more vulnerable to oxidative stress than the adult brain. Damage to the developing brain, by any of the above mechanisms, can disturb neuronal maturation, leading to neuronal loss, axonal destruction, and demyelination. . Childhood ABI currently does not feature in the content of any UK teacher training programme, neither is it mentioned as a discrete element of any SEN specialist teaching qualification.
Edit intent: meaning-changed
Original:  It is also important that teachers are aware of the possible presence in their classroom of a child with an ABI and of what its effects are likely to be  . Childhood ABI currently does not feature in the content of any UK teacher training programme, neither is it mentioned as a discrete element of any SEN specialist teaching qualification.
Revised:  It is also important that teachers are aware of the possible presence in their classroom of a child with an ABI and of what its effects are likely to be Training There are many different ways to "train" the children diagnosed with Pediatric Brain Injury. The training mainly tests their brain, to see exactly what's wrong with the patient, and what areas need to be focused on for improvement . Childhood ABI currently does not feature in the content of any UK teacher training programme, neither is it mentioned as a discrete element of any SEN specialist teaching qualification.
Edit intent: meaning-changed
Original:  It is also important that teachers are aware of the possible presence in their classroom of a child with an ABI and of what its effects are likely to be  . Childhood ABI currently does not feature in the content of any UK teacher training programme, neither is it mentioned as a discrete element of any SEN specialist teaching qualification.
Revised:  It is also important that teachers are aware of the possible presence in their classroom of a child with an ABI and of what its effects are likely to be . AIM Program "AIM is a 10-week, computerized treatment program that incorporates goal setting, the use of metacognitive strategies, and computer-based exercises designed to improve various aspects of attention." "During the initial meeting with the child, the computer program leads the clinician through an intake procedure that assists in identifying the nature and severity of the child’s attention difficulties and then facilitates the selection of attention training tasks and metacognitive strategies tailored to the needs of the child." The clinician's role is to select the specific, presenting mental areas that are impaired, as well as to modify the tasks and strategies in response to improvements of the patients’ overtime. This is a helpful way to figure out what problems the child/adolescent is facing, while also helping them to gradually improve their injury.
Edit intent: meaning-changed
Original:  Many children displaying the effects of an ABI have been educated in a variety of inappropriate ways , including in the lower academic streams of mainstream schools; in a range of special schools, primarily designed for learners with other learning difficulties and in schools specialising in working with young people with social, emotional and behavioural disorders . Category:Brain disorder
Revised:  Parent’s Assistance for Patients "Investigators have established that interventions for pediatric BI should target the family because changes in one family member will affect the entire family system." "During rehabilitation, caregivers often receive skills training to improve their ability to care for their child after their brain injury. Family realignment and adjusting the child's environment are two major ways parents can make the distresses of the injury easier on their child. Some beneficial ways parents can realign their household are applying consequences to minimize problem behaviors, increasing the amount of positive communication between parents and child with injury, and establishing positive routines that will instill meaning into the child's day-to-day life . Category:Brain disorder
Edit intent: coherence
Original:  in a range of special schools, primarily designed for learners with other learning difficulties and in schools specialising in working with young people with social, emotional and behavioural disorders . Category:Brain disorder
Revised:  in a range of special schools, primarily designed for learners with other learning difficulties and in schools specialising in working with young people with social, emotional and behavioural disorders . Category:Brain disorders Category:Causes of death Category:Neurotrauma Category:Pediatric
Edit intent: meaning-changed
Original:  It also proposed that there would be strong economic  between these united territories and Southern Rhodesia, but ruled-out any political amalgamation involving Southern Rhodesia unless its overtly racial policies were changed and there was some form of representation of African interests in the legislatures of all three territories.
Revised:  It also proposed that there would be strong economic integration between these united territories and Southern Rhodesia, but ruled-out any political amalgamation involving Southern Rhodesia unless its overtly racial policies were changed and there was some form of representation of African interests in the legislatures of all three territories.
Edit intent: clarity
Original:  As the British South Africa Company charter was due to expire on 1924, a referendum was held in Southern Rhodesia in 1922, when the electorate was given a choice between responsible government and entry into the Union of South Africa.
Revised:  As the British South Africa Company charter was due to expire in 1924, a referendum was held in Southern Rhodesia in 1922, when the electorate was given a choice between responsible government and entry into the Union of South Africa.
Edit intent: fluency
Original:  painter, activist, filmmaker and all-purpose provocateur  has created satirical and provocative works about the consumerist society (notable examples include "Napalm", also known as "Can't Beat The Feelin'", an attack on Walt Disney Pictures and URL and "Death By Swoosh", directed at URL Working undercover, the secretive street artist challenges social ideas and goads viewers into rethinking their surroundings, to acknowledge the absurdities of closely held preconceptions.
Revised:  painter, activist, filmmaker and all-purpose provocateur , has created satirical and provocative works about the consumerist society (notable examples include "Napalm", also known as "Can't Beat The Feelin'", an attack on Walt Disney Pictures and URL and "Death By Swoosh", directed at URL Working undercover, the secretive street artist challenges social ideas and goads viewers into rethinking their surroundings, to acknowledge the absurdities of closely held preconceptions.
Edit intent: fluency
Original:  2010. " 'Consumption as Moral Protagonism: ' How Myth and Ideology Animate a Brand-Mediated Moral Conflict . "  Journal of Consumer Research. 36 (April).
Revised:  2010. " Consumer Identity Work as Moral Protagonism: ' How Myth and Ideology Animate a Brand-Mediated Moral Conflict . " Journal of Consumer Research. 36 (April).
Edit intent: meaning-changed
Original:  2010. " 'Consumption as Moral Protagonism: ' How Myth and Ideology Animate a Brand-Mediated Moral Conflict . "  Journal of Consumer Research. 36 (April).
Revised:  2010. " 'Consumption as Moral Protagonism: How Myth and Ideology Animate a Brand-Mediated Moral Conflict . " Journal of Consumer Research. 36 (April).
Edit intent: fluency
Original:  2010. " 'Consumption as Moral Protagonism: ' How Myth and Ideology Animate a Brand-Mediated Moral Conflict . "  Journal of Consumer Research. 36 (April).
Revised:  2010. " 'Consumption as Moral Protagonism: ' How Myth and Ideology Animate a Brand-Mediated Moral Conflict " Journal of Consumer Research. 36 (April).
Edit intent: fluency
Original:  2010. " 'Consumption as Moral Protagonism: ' How Myth and Ideology Animate a Brand-Mediated Moral Conflict . "  Journal of Consumer Research. 36 (April).
Revised:  2010. " 'Consumption as Moral Protagonism: ' How Myth and Ideology Animate a Brand-Mediated Moral Conflict . " . Journal of Consumer Research. 36 (April).
Edit intent: fluency
Original: Comintern people Category:Recipients of the Croix de Guerre 1939–1945 (France) Category:French Resistance members Category:Communist members of the French Resistance Category:Recipients of the Legion of Honour Category:Recipients of the Resistance Medal  Category:Polish communists Category:Polish anti-fascists Category:Polish Comintern people Category:French people of the Spanish Civil War Category:Polish people of the Spanish Civil War Category:Jewish anti-fascists Category:French anti-fascist
Revised: Comintern people Category:Recipients of the Croix de Guerre 1939–1945 (France) Category:French Resistance members Category:Communist members of the French Resistance Category:Recipients of the Legion of Honour Category:Recipients of the Resistance Medal Category:Ukrainian communists Category:Polish communists Category:Polish anti-fascists Category:Polish Comintern people Category:French people of the Spanish Civil War Category:Polish people of the Spanish Civil War Category:Jewish anti-fascists Category:French anti-fascist
Edit intent: meaning-changed
Original:  A 1958 New York Times'' article claimed that Andorra had declared war on Germany in 1914 but failed to sign a peace treaty until 1958, and this claim has appeared in other sources,E.g., "Skin-flicks in Shangri-La", The Economist, 1974;
Revised:  North American newspapers in 1958 New York Times'' article claimed that Andorra had declared war on Germany in 1914 but failed to sign a peace treaty until 1958, and this claim has appeared in other sources,E.g., "Skin-flicks in Shangri-La", The Economist, 1974;
Edit intent: meaning-changed
Original:  A 1958 New York Times'' article claimed that Andorra had declared war on Germany in 1914 but failed to sign a peace treaty until 1958, and this claim has appeared in other sources,E.g., "Skin-flicks in Shangri-La", The Economist, 1974;
Revised:  A 1958 claimed that Andorra had declared war on Germany in 1914 but failed to sign a peace treaty until 1958, and this claim has appeared in other sources,E.g., "Skin-flicks in Shangri-La", The Economist, 1974;
Edit intent: coherence
Original:  A 1958 New York Times'' article claimed that Andorra had declared war on Germany in 1914 but failed to sign a peace treaty until 1958, and this claim has appeared in other sources,E.g., "Skin-flicks in Shangri-La", The Economist, 1974;
Revised:  A 1958 New York Times'' article claimed that Andorra had declared war on Germany in 1914 but failed to sign a peace treaty until 1958, and this claim has appeared in later sources,E.g., "Skin-flicks in Shangri-La", The Economist, 1974;
Edit intent: clarity
Original:  In August 2004, Prince Hans-Adam handed over the practical running of the principality to his son, Crown Prince Alois, although still remaining official head of URL In June 2012, the voters decided in the constitutional referendum that Crown Prince Alois should be allowed to retain his power of veto over decisions made in nationwide URL
Revised:  In August 2004, Prince Hans-Adam handed over the practical running of the principality to his son, Crown Prince Alois, although still remaining official head of state. In June 2012, the voters decided in the constitutional referendum that Crown Prince Alois should be allowed to retain his power of veto over decisions made in nationwide URL
Edit intent: clarity
Original:  In August 2004, Prince Hans-Adam handed over the practical running of the principality to his son, Crown Prince Alois, although still remaining official head of URL In June 2012, the voters decided in the constitutional referendum that Crown Prince Alois should be allowed to retain his power of veto over decisions made in nationwide URL
Revised:  In August 2004, Prince Hans-Adam handed over the practical running of the principality to his son, Crown Prince Alois, although still remaining official head of URL In June 2012, the voters decided in the constitutional referendum that Crown Prince Alois should be allowed to retain his power of veto over decisions made in nationwide ballots.
Edit intent: clarity