wanyu/IteraTeR_full_sent huggingface dataset:
Original: People from Bar-sur-Aube Category:Phenomenologists Category:Philosophers of art Category:Philosophers of  education Category:Philosophers of  literature Category:Philosophers of  psychology Category:Philosophers of science Category:Philosophers of technology Category:Philosophy academics Category:Philosophy writers Category:Rationalists Category:  Sociologists of science Category:University of Burgundy  faculty Category:University of Paris alumni Category:University of Paris facult
Revised: People from Bar-sur-Aube Category:Phenomenologists Category:Philosophers of art Category:Philosophers of education Category:Philosophers of literature Category:Philosophers of mathematics Category:Philosophers of mind Category:Philosophers of psychology Category:Philosophers of science Category:Philosophers of technology Category:Philosophy academics Category:Philosophy writers Category:Rationalists Category: Sociologists of science Category:University of Burgundy faculty Category:University of Paris alumni Category:University of Paris facult
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Original: People from Bar-sur-Aube Category:Phenomenologists Category:Philosophers of art Category:Philosophers of  education Category:Philosophers of  literature Category:Philosophers of  psychology Category:Philosophers of science Category:Philosophers of technology Category:Philosophy academics Category:Philosophy writers Category:Rationalists Category:  Sociologists of science Category:University of Burgundy  faculty Category:University of Paris alumni Category:University of Paris facult
Revised: People from Bar-sur-Aube Category:Phenomenologists Category:Philosophers of art Category:Philosophers of education Category:Philosophers of literature Category:Philosophers of psychology Category:Philosophers of science Category:Philosophers of technology Category:Philosophy academics Category:Philosophy writers Category:Rationalists Category: Rhetoric theorists Category:Social critics Category:Social philosophers Category: Sociologists of science Category:University of Burgundy faculty Category:University of Paris alumni Category:University of Paris facult
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Original: People from Bar-sur-Aube Category:Phenomenologists Category:Philosophers of art Category:Philosophers of  education Category:Philosophers of  literature Category:Philosophers of  psychology Category:Philosophers of science Category:Philosophers of technology Category:Philosophy academics Category:Philosophy writers Category:Rationalists Category:  Sociologists of science Category:University of Burgundy  faculty Category:University of Paris alumni Category:University of Paris facult
Revised: People from Bar-sur-Aube Category:Phenomenologists Category:Philosophers of art Category:Philosophers of education Category:Philosophers of literature Category:Philosophers of psychology Category:Philosophers of science Category:Philosophers of technology Category:Philosophy academics Category:Philosophy writers Category:Rationalists Category: Sociologists of science Category:University of Burgundy faculty Category:University of Dijon faculty Category:University of Paris alumni Category:University of Paris facult
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Original: Philosophers of mind Category:Philosophers of psychology Category:Philosophers of science Category:Philosophers of technology Category:Philosophy academics Category:Philosophy writers Category:Rationalists Category:Rhetoric theorists Category:Social critics Category:Social philosophers Category:Sociologists of science Category:University of Burgundy faculty Category:University of Dijon faculty Category:University of Paris alumni Category:University of Paris facult
Revised: Philosophers of mind Category:Philosophers of psychology Category:Philosophers of science Category:Philosophers of technology Category:Philosophy academics Category:Philosophy writers Category:Rationalists Category:Rhetoric theorists Category:Social critics Category:Social philosophers Category:Sociologists of science Category:University of Burgundy faculty Category:University of Paris alumni Category:University of Paris facult
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Original:  Expansions and digital edition The first expansion, Scythe: Invaders From Afar, was released in July 2017, adding two new factions to the game and increasing the maximum player count from 5 to 7.
Revised:  Expansions , versions and spin-offs The first expansion, Scythe: Invaders From Afar, was released in July 2017, adding two new factions to the game and increasing the maximum player count from 5 to 7.
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Original:  In December 2018, Stonemaier Games released Scythe Encounters, a mini-expansion containing 32 promotional encounter cards, many of which were created from fan submissions.  
Revised:  In December 2018, Stonemaier Games released Scythe Encounters, a mini-expansion containing 32 promotional encounter cards, many of which were created from fan submissions. In 2017 a stand-alone spin-off inspired by Scythe but rethemed to a more casual, family-friendly version with "cute animals", My Little Scythe, was released. 
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Original:  In December 2018, Stonemaier Games released Scythe Encounters, a mini-expansion containing 32 promotional encounter cards, many of which were created from fan submissions.  
Revised:  In December 2018, Stonemaier Games released Scythe Encounters, a mini-expansion containing 32 promotional encounter cards, many of which were created from fan submissions. Asmodee Digital released Scythe: Digital Edition via Steam in September 2018.
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Original:  Scythe: The Rise of Fenris is the best received expansionby critics, for its introduction of a cooperative mode, a campaign mode and 8 modules that can be combined or played independently.
Revised:  Scythe: The Rise of Fenris is the third expansion, a phenomenal one, for its introduction of a cooperative mode, a campaign mode and 8 modules that can be combined or played independently.
Edit intent: meaning-changed
Original:    Expansions, versions and spin-offs The first expansion, Scythe: Invaders From Afar, was released in July 2017, adding two new factions to the game and increasing the maximum player count from 5 to 7.
Revised:  Vasel from the dice tower awarded the game a seal of excellence,saying it was "very good", though he criticised the weak combat system. I Expansions, versions and spin-offs The first expansion, Scythe: Invaders From Afar, was released in July 2017, adding two new factions to the game and increasing the maximum player count from 5 to 7.
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Original:    Expansions, versions and spin-offs The first expansion, Scythe: Invaders From Afar, was released in July 2017, adding two new factions to the game and increasing the maximum player count from 5 to 7.
Revised:  n a panning review, Paul from Shut Up and Sit Down called the game as "middling", "pointless" saying the mere component quality is not enough and that "less is more for this game". Expansions, versions and spin-offs The first expansion, Scythe: Invaders From Afar, was released in July 2017, adding two new factions to the game and increasing the maximum player count from 5 to 7.
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Original:  The third and final expansion, titled The Rise of Fenris and released in the third quarter of 2018, added an 8 game campaign with 11 modules that can be used in different combinations, as well as a cooperative play mode.
Revised:  The third and final expansion, titled The Rise of Fenris and released in the third quarter of 2018, added an 10 game campaign with 11 modules that can be used in different combinations, as well as a cooperative play mode.
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Original: A Dish With One Spoon, also known as One Dish One Spoon, is a law used by indigenous peoples of the Americas since at least 1142 AD to describe an agreement for sharing hunting territory among two or more nations. People are all eating out of the single dish, that is, all hunting in the shared territory. One spoon signifies that all Peoples sharing the territory are expected to limit the game they take to leave enough for others, and for the continued abundance and viability of the hunting grounds into the future. Sometimes the Indigenous language word is rendered in English as bowl or kettle rather than dish.
Revised: mincraft is better then fortnite he Twenty-eighth Algonquian Conference|volume=28|pages=210–227
Edit intent: coherence
Original:  In ancient Greece, the pattern of adolescent boys bonding with older males in sexual fashions did not constitute "homosexuality" since such relations were seen as phases in life, not permanent orientations, since later on they commonly marry females and reproduce.
Revised:  In ancient Greece, the pattern of adolescent boys engaging in sexual practices with older males in sexual fashions did not constitute "homosexuality" since such relations were seen as phases in life, not permanent orientations, since later on they commonly marry females and reproduce.
Edit intent: clarity
Original:  In ancient Greece, the pattern of adolescent boys bonding with older males in sexual fashions did not constitute "homosexuality" since such relations were seen as phases in life, not permanent orientations, since later on they commonly marry females and reproduce.
Revised:  In ancient Greece, the pattern of adolescent boys bonding with older males did not constitute "homosexuality" since such relations were seen as phases in life, not permanent orientations, since later on they commonly marry females and reproduce.
Edit intent: clarity
Original:  In ancient Greece, the pattern of adolescent boys bonding with older males in sexual fashions did not constitute "homosexuality" since such relations were seen as phases in life, not permanent orientations, since later on they commonly marry females and reproduce.
Revised:  In ancient Greece, the pattern of adolescent boys bonding with older males in sexual fashions did not constitute a homosexual identity in the modern sense since such relations were seen as phases in life, not permanent orientations, since later on they commonly marry females and reproduce.
Edit intent: meaning-changed
Original:  In ancient Greece, the pattern of adolescent boys bonding with older males in sexual fashions did not constitute "homosexuality" since such relations were seen as phases in life, not permanent orientations, since later on they commonly marry females and reproduce.
Revised:  In ancient Greece, the pattern of adolescent boys bonding with older males in sexual fashions did not constitute "homosexuality" since such relations were seen as phases in life, not permanent orientations, since later on the younger partners would commonly marry females and reproduce.
Edit intent: clarity
Original:  This can be done either by sucking on a soother (pacifier) or by placing a small amount of sweet-tasting solution in their mouths Comforting the baby during and after the injection Breast feeding during the procedure Gently rocking the baby Swaddling Suckling (non nutritiative) Other non-pharmacological treatments for older children include: Breastfeeding during painful procedures has been found to be more effective in controlling pain than placebo or positioning.
Revised:  This can be done either by sucking on a soother (pacifier) or by placing a small amount of sweet-tasting solution in their mouths Comforting the baby during and after the injection Breastfeeding during painful procedures has been found to be more effective in controlling pain than placebo or positioning. Breastmilk or 'sugar' water has a similar effect, though studies in preterm infants have yet to be done. Skin-to-skin care (kangaroo care) is thought be effective for pain control during painful procedures. Gently rocking the baby Swaddling Suckling (non nutritiative) Other non-pharmacological treatments for older children include: Breastfeeding during painful procedures has been found to be more effective in controlling pain than placebo or positioning.
Edit intent: coherence
Original:  This can be done either by sucking on a soother (pacifier) or by placing a small amount of sweet-tasting solution in their mouths Comforting the baby during and after the injection Breast feeding during the procedure Gently rocking the baby Swaddling Suckling (non nutritiative) Other non-pharmacological treatments for older children include: Breastfeeding during painful procedures has been found to be more effective in controlling pain than placebo or positioning.
Revised:  This can be done either by sucking on a soother (pacifier) or by placing a small amount of sweet-tasting solution in their mouths Comforting the baby during and after the injection Breast feeding during the procedure Gently rocking the baby Swaddling Suckling (non nutritiative) Non-pharmacological treatments for older children include: Breastfeeding during painful procedures has been found to be more effective in controlling pain than placebo or positioning.
Edit intent: clarity
Original:  This can be done either by sucking on a soother (pacifier) or by placing a small amount of sweet-tasting solution in their mouths Comforting the baby during and after the injection Breast feeding during the procedure Gently rocking the baby Swaddling Suckling (non nutritiative) Other non-pharmacological treatments for older children include: Breastfeeding during painful procedures has been found to be more effective in controlling pain than placebo or positioning. Breastmilk or 'sugar' water has a similar effect, though studies in preterm infants have yet to be done. Skin-to-skin care (kangaroo care) is thought be effective for pain control during painful procedures.
Revised:  This can be done either by sucking on a soother (pacifier) or by placing a small amount of sweet-tasting solution in their mouths Comforting the baby during and after the injection Breast feeding during the procedure Gently rocking the baby Swaddling Suckling (non nutritiative) Other non-pharmacological treatments for older children include: 
Edit intent: coherence
Original:  This article discusses three of the programs currently being implemented, including AVID, GEAR-UP, and after-school programs . After-school programs After-school programs may also be used as a form of educational intervention for FGCS.
Revised:  This article discusses several programs currently being implemented, including AVID, GEAR-UP, and after-school programs . After-school programs After-school programs may also be used as a form of educational intervention for FGCS.
Edit intent: clarity
Original:  This article discusses three of the programs currently being implemented, including AVID, GEAR-UP, and after-school programs . After-school programs After-school programs may also be used as a form of educational intervention for FGCS.
Revised:  This article discusses three of the programs currently being implemented, including AVID, GEAR-UP, and after-school programs , in addition to non-profit college access programs and privately funded organizations that work to address access to higher education for underprivileged and first-generation students. There is also critical discussion regarding the pedagogical role of these educational interventions in building a sense of value and belonging in its students. After-school programs After-school programs may also be used as a form of educational intervention for FGCS.
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Original:  Journal of Latinos and Education, 14(3), 153-170         .
Revised:  Journal of Latinos and Education, 14(3), 153-170 Non-Profit College Access Programs In addition to these federally funded interventions addressing education inequities in access to higher education, non-governmental programs such as non-profit college access programs have been created. These college access programs aim to be academic enrichment programs outside what is provided by schools. Non-profit college access programs provide underserved students such as first-generation and low-income students with tutoring, personal college counseling, academic enrichment opportunities, and enrollment in summer programs among other resources. With this, these organizations aim to aid their students in making positive personal changes and gain capital for academic success in order to matriculate to colleges and universities that can bring them greater economic mobility. Research reveals that these college access programs, including privately funded and school-based college preparation programs, are successful in addressing the college readiness debt amongst low-income students of color and FGCS, with students in these programs being more likely to apply to college and for financial aidWright-Davis, Jessica Marie. College graduates' insights on empowering navigation supports and a college access program. Diss. Mills College, 2017.. .
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Original:  Journal of Latinos and Education, 14(3), 153-170         .
Revised:  Journal of Latinos and Education, 14(3), 153-170 Several examples of privately funded programs that have arisen to address the U.S. education debt include: SEO Scholars in San Francisco and New York, the New York-based Opportunity Network, and the national organization Minds Matter. Minds Matter is based across different cities across the nation, the fourteen chapters being: Boston, Chicago, Cleveland, Denver, Detroit, Houston, Los Angeles, New York City, Philadelphia, Portland, San Francisco, Seattle, the Twin Cities, and Washington, D.C. These organizations build student cohorts, recruiting from primarily underprivileged, low-income, first-generation backgrounds and provide them with resources such as mentoring support, social-emotional learning and group instruction, in addition to standardized test preparation. .
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Original:  Journal of Latinos and Education, 14(3), 153-170         .
Revised:  Journal of Latinos and Education, 14(3), 153-170 These college access programs differentiate themselves among other first-generation student interventions by recruiting their cohorts at an early age and having their students attend the comprehensive, long-term program for a number of years. SEO Scholars, for example, recruits students starting in ninth grade and follows them through an eight year commitment. The Opportunity Network recruits students beginning the summer after 10th grade and is an intensive six-year experience. Minds Matter is a three year program beginning in the student's sophomore year and ending on their senior year, though resources persist for their alumni network. The resources that students are provided with are geared towards helping them gain admission to, enroll, and succeed at rigorous four-year colleges where Minds Matter further provides support in their gained connections through internships, professional skills-building, and access to an alumni platform. .
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Original:  Journal of Latinos and Education, 14(3), 153-170         .
Revised:  Journal of Latinos and Education, 14(3), 153-170 The general model for these programs is accomplished through weekly group instruction attendance wherein students are given peer and instructional resources in the areas of mathematics, writing, reading comprehension/ English, and in soft skills such as public speaking, social-emotional learning and leadership. College access programs also consist of sessions geared towards SAT/ACT exam preparation. In their senior year, students receive guidance in college applications in addition to scholarship applications and other resources to navigate the college application process such as in financial literacy classes. For the summers in between their school years, students engage in summer enrichment programs within the organization's curriculum or externally such as through pre-collegiate camps/programs that allow them to take college courses and experience the college lifestyle. .
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Original:  Journal of Latinos and Education, 14(3), 153-170         .
Revised:  Journal of Latinos and Education, 14(3), 153-170 Critical Discussions Regarding the Role of These Educational Interventions Educational interventions for first-generation students can play a role in shaping a student beyond their attending higher education institutions. First-generation and/or low-income college students navigate a unique set of circumstances in attending higher education institutions. According to Dr. Linda Banks-Santilli, many experience what she coins “break-away guilt”, as these students often have families that depend on them and see them as their way out of poverty. These students' decision to pursue higher education can come with a sense of guilt in leaving their family and cultural histories behind. Their families can face conflicting feelings as their child's upward mobility may be viewed as a rejection of their past. Feelings of not belonging and burdens of shame can come with attending these higher institutions, which can take a mental toll on first-generation students. .
Edit intent: clarity
Original:  Journal of Latinos and Education, 14(3), 153-170         .
Revised:  Journal of Latinos and Education, 14(3), 153-170 These external programs beyond the classroom may have a role in building resistance in their students, especially in first-generation students. Murillo et al’s research provides a strategic vision for this in the way that college access programs can “leverage the community cultural wealth of students of color to support college entrance in a manner that validates their forms of capital and is conducive to their success” through their building of what their research model labels as aspirational capital, linguistic capital, navigational capital, social capital, familial capital, and resistant capital. This community cultural wealth model builds from French sociologist, Pierre Bourdieu's, and professor Tara J. Yosso's models on social and cultural capitalBourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory of research for the sociology of education. New York, NY: Greenwood PressYosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8, 69–91. URL Programs can work beyond the standardized education curriculum to help their students build personal values and connections that foster a sense of belonging, personal value, and aspirational values that help them attend and navigate their best-fit colleges. .
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Original:  Journal of Latinos and Education, 14(3), 153-170         .
Revised:  Journal of Latinos and Education, 14(3), 153-170 In addition to building capital in their students, another discussion centers around the learning pedagogy and reparations for structural injustices faced by students of color in urban communities. Professor Shawn A. Ginwright's work draws on ethnographic studies across the nation to address healing strategies for stressed schools and community organizations that aim to support students in becoming powerful civic actors. This pedagogy is centered on Shawn Ginwright’s five features of healing: culture that anchors young people in their ethnic identities and embraces and celebrates urban youth culture; agency that is in the form of collective and individual acts compelling youth to explore their personal power when transforming problems into possibility; relationships that allow for the capacity to create, grow, and sustain healthy connections with others; meaning that builds awareness of the intersections of personal and political life; and finally achievement that acknowledges one’s movement toward explicit goals in which students understand oppression but know they are not defined by it as they explore the possibilities for their own lives and collective work .
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