wanyu/IteraTeR_v2 huggingface dataset:
Original:  Monitoring of RoL institutions and processes (in and out of schools) ;
Revised:  Monitoring of RoL institutions and processes (in and out of schools) 
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Original:  Actions to promote improvements in RoL / CoL (at different levels of society) .
Revised:  Actions to promote improvements in rule of law / CoL (at different levels of society) .
Edit intent: clarity
Original:  Actions to promote improvements in RoL / CoL (at different levels of society) .
Revised:  Actions to promote improvements in RoL / culture of lawfulness (at different levels of society) .
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Original:  Actions to promote improvements in RoL / CoL (at different levels of society) .
Revised:  Actions to promote improvements in RoL / CoL (at different levels of society) 
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Original:  Early indications might include problems of disrespecting the RoL or committing a crime.
Revised:  Early indications might include problems of disrespecting the rule of law or committing a crime.
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Original:  Learning about abstract notions of the RoL will not lead to sustainable change, especially if there are differences between the RoL values taught in the classroom and those that prevail in the school environment, families or society.
Revised:  Learning about abstract notions of the rule of law will not lead to sustainable change, especially if there are differences between the RoL values taught in the classroom and those that prevail in the school environment, families or society.
Edit intent: clarity
Original:  Learning about abstract notions of the RoL will not lead to sustainable change, especially if there are differences between the RoL values taught in the classroom and those that prevail in the school environment, families or society.
Revised:  Learning about abstract notions of the RoL will not lead to sustainable change, especially if there are differences between the rule of law values taught in the classroom and those that prevail in the school environment, families or society.
Edit intent: clarity
Original:  Well-guided educational programmes can foster personal transformations that empower learners to play a constructive role in society and re-build the RoL (and its institutions) where necessary.
Revised:  Well-guided educational programmes can foster personal transformations that empower learners to play a constructive role in society and re-build the rule of law (and its institutions) where necessary.
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Original:  skills or values to promote the RoL . Practising what we preach Schools or any other educational setting who play a meaningful role in strengthening the RoL ,
Revised:  skills or values to promote the rule of law . Practising what we preach Schools or any other educational setting who play a meaningful role in strengthening the RoL ,
Edit intent: clarity
Original:  skills or values to promote the RoL . Practising what we preach Schools or any other educational setting who play a meaningful role in strengthening the RoL ,
Revised:  skills or values to promote the RoL . Practising what we preach Schools or any other educational setting who play a meaningful role in strengthening the rule of law ,
Edit intent: clarity
Original:  should carry out , and strive to apply , the principles of the RoL . This means ensuring all aspects of school management and school life, including teacher-teacher relations, learner-teacher relations, and school-family relations, are guided by a culture of fairness, rights, accountability and transparency, consistent with international human rights norms and standards.
Revised:  should carry out and strive to apply , the principles of the RoL . This means ensuring all aspects of school management and school life, including teacher-teacher relations, learner-teacher relations, and school-family relations, are guided by a culture of fairness, rights, accountability and transparency, consistent with international human rights norms and standards.
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Original:  should carry out , and strive to apply , the principles of the RoL . This means ensuring all aspects of school management and school life, including teacher-teacher relations, learner-teacher relations, and school-family relations, are guided by a culture of fairness, rights, accountability and transparency, consistent with international human rights norms and standards.
Revised:  should carry out , and strive to apply the principles of the RoL . This means ensuring all aspects of school management and school life, including teacher-teacher relations, learner-teacher relations, and school-family relations, are guided by a culture of fairness, rights, accountability and transparency, consistent with international human rights norms and standards.
Edit intent: fluency
Original:  should carry out , and strive to apply , the principles of the RoL . This means ensuring all aspects of school management and school life, including teacher-teacher relations, learner-teacher relations, and school-family relations, are guided by a culture of fairness, rights, accountability and transparency, consistent with international human rights norms and standards.
Revised:  should carry out , and strive to apply , the principles of the rule of law . This means ensuring all aspects of school management and school life, including teacher-teacher relations, learner-teacher relations, and school-family relations, are guided by a culture of fairness, rights, accountability and transparency, consistent with international human rights norms and standards.
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Original:  Not all education staff are aware of their own behaviours, attitudes and biases (overt and covert) and this can undermine their ability to speak credibly about the RoL and contribute actively to its implementation on a daily basis.
Revised:  Not all education staff are aware of their own behaviours, attitudes and biases (overt and covert) and this can undermine their ability to speak credibly about the rule of law and contribute actively to its implementation on a daily basis.
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Original:  The principles of the RoL in schools and classrooms is not easy and should be encouraged and supported by education leaders.
Revised:  The principles of the rule of law in schools and classrooms is not easy and should be encouraged and supported by education leaders.
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Original:  Making the RoL and a CoL a priority is not just about transmitting knowledge but also about values and behaviours that are modelled and enforced on a daily basis through what is called the "hidden curriculum".
Revised:  Making the rule of law and a culture of lawfulness a priority is not just about transmitting knowledge but also about values and behaviours that are modelled and enforced on a daily basis through what is called the "hidden curriculum".
Edit intent: clarity
Original:  Students will gain experience of transparency, accountability and certainty, which are all key elements of the RoL . When teachers and students co-create classroom rules, it also sends the message that students have an active role to play in shaping the rules that govern them.
Revised:  Students will gain experience of transparency, accountability and certainty, which are all key elements of the rule of law . When teachers and students co-create classroom rules, it also sends the message that students have an active role to play in shaping the rules that govern them.
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Original:  This is how a CoL is cultivated.
Revised:  This is how a culture of lawfulness is cultivated.
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Original:  Classroom and school rules are one example in which the RoL comes alive for students in everyday life.
Revised:  Classroom and school rules are one example in which the rule of law comes alive for students in everyday life.
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Original:  Ensuring the transparency of school policies and practices that are in line with human rights and supporting the RoL as well as accountability of school leaders and teachers;
Revised:  Ensuring the transparency of school policies and practices that are in line with human rights and supporting the rule of law as well as accountability of school leaders and teachers;
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Original:  The importance of creating safe and inclusive learning environments Inclusive school policies and practices provide learners with the opportunity to experience the RoL at first hand.
Revised:  The importance of creating safe and inclusive learning environments Inclusive school policies and practices provide learners with the opportunity to experience the rule of law at first hand.
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Original:  Inclusive school policies create enabling environments that support learners' outcomes and behaviours which are important to the RoL - such as "an appreciation and respect for diversity", "a sense of belonging" and "a willingness to take action".
Revised:  Inclusive school policies create enabling environments that support learners' outcomes and behaviours which are important to the rule of law - such as "an appreciation and respect for diversity", "a sense of belonging" and "a willingness to take action".
Edit intent: clarity
Original:  Engaging with these actors in ways that further illustrate how the RoL permeates all aspects of our lives can be an additional way of bringing the RoL to life.
Revised:  Engaging with these actors in ways that further illustrate how the rule of law permeates all aspects of our lives can be an additional way of bringing the RoL to life.
Edit intent: clarity
Original:  Engaging with these actors in ways that further illustrate how the RoL permeates all aspects of our lives can be an additional way of bringing the RoL to life.
Revised:  Engaging with these actors in ways that further illustrate how the RoL permeates all aspects of our lives can be an additional way of bringing the rule of law to life.
Edit intent: clarity
Original:  Curricular support There are numerous curricular strategies for implementing (RoL) and culture of lawfulness (CoL) activities or programmes.
Revised:  Curricular support There are numerous curricular strategies for implementing rule of law and culture of lawfulness (CoL) activities or programmes.
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Original:  Curricular support There are numerous curricular strategies for implementing (RoL) and culture of lawfulness (CoL) activities or programmes.
Revised:  Curricular support There are numerous curricular strategies for implementing (RoL) and culture of lawfulness activities or programmes.
Edit intent: clarity
Original:  A cross-curricular or transversal approach that infuses RoL principles – for example, social and emotional learning (SEL) or human rights education - across all subjects;
Revised:  A cross-curricular or transversal approach that infuses rule of law principles – for example, social and emotional learning (SEL) or human rights education - across all subjects;
Edit intent: clarity
Original:  A global citizenship education (GCE) curriculum strategy that is cross-disciplinary and not restricted to a single subject is encouraged.
Revised:  A global citizenship education curriculum strategy that is cross-disciplinary and not restricted to a single subject is encouraged.
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Original:  In keeping with the general principles of GCE , curriculum that supports the RoL will involve a participatory, learner-centred pedagogy with values oriented toward personal and social transformation.
Revised:  In keeping with the general principles of global citizenship education , curriculum that supports the RoL will involve a participatory, learner-centred pedagogy with values oriented toward personal and social transformation.
Edit intent: clarity
Original:  In keeping with the general principles of GCE , curriculum that supports the RoL will involve a participatory, learner-centred pedagogy with values oriented toward personal and social transformation.
Revised:  In keeping with the general principles of GCE , curriculum that supports the rule of law will involve a participatory, learner-centred pedagogy with values oriented toward personal and social transformation.
Edit intent: clarity
Original:  In certain cases, this might present both opportunities and challenges for the pursuit of the RoL and a culture of lawfulness, especially where there are conflicts between governmental educational objectives and broader human rights considerations.
Revised:  In certain cases, this might present both opportunities and challenges for the pursuit of the rule of law and a culture of lawfulness, especially where there are conflicts between governmental educational objectives and broader human rights considerations.
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Original:  Teachers have found ways to document participation in RoL class activities, such as through observation of class dynamics and active participation in civic groups.
Revised:  Teachers have found ways to document participation in rule of law class activities, such as through observation of class dynamics and active participation in civic groups.
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Original:  For this reason, impact and programme evaluations undertaken for RoL interventions carried out in other places might be informative, although caution should be exercised in applying findings across different cultural contexts.
Revised:  For this reason, impact and programme evaluations undertaken for rule of law interventions carried out in other places might be informative, although caution should be exercised in applying findings across different cultural contexts.
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Original:  In the classroom, learners can be given concrete exercises that foster a CoL . Activities include role playing, dialogues and community governance activities that allow them to work on actively being considerate, tolerant and ‘other-oriented’.
Revised:  In the classroom, learners can be given concrete exercises that foster a culture of lawfulness . Activities include role playing, dialogues and community governance activities that allow them to work on actively being considerate, tolerant and ‘other-oriented’.
Edit intent: clarity
Original:  Information and communications technologies (ICT) are an important pedagogical tool that can be integrated into any of the above approaches and provide an alternative to traditional classroom-based environments.
Revised:  Information and communications technologies are an important pedagogical tool that can be integrated into any of the above approaches and provide an alternative to traditional classroom-based environments.
Edit intent: clarity
Original:  Many educational environments across the world incorporate ICT learning into their curriculum in some fashion and it is often an easy entry point from which to engage with GCE .
Revised:  Many educational environments across the world incorporate Information and communications technology learning into their curriculum in some fashion and it is often an easy entry point from which to engage with GCE .
Edit intent: clarity
Original:  In the area of RoL , online platforms can be used for games involving role playing and engagement with dilemmas.
Revised:  In the area of rule of law , online platforms can be used for games involving role playing and engagement with dilemmas.
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Original:  It is possible to identify the skills and characteristics of a good teacher, who is able to model and promote the principles of the RoL .
Revised:  It is possible to identify the skills and characteristics of a good teacher, who is able to model and promote the principles of the rule of law .
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Original:  Teachers may need to learn about aspects of the RoL that are not already covered in subject matter preparation so that they can instruct students.
Revised:  Teachers may need to learn about aspects of the rule of law that are not already covered in subject matter preparation so that they can instruct students.
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Original:  Educators will need, to: understand the principle of the RoL , its tenets and implications, expand their knowledge of human rights, understand the causes, consequences and impacts of crime on family, community, society, and on the safety and security of society as a whole and increase their awareness of social influencers that shape student behaviours online and off.
Revised:  Educators will need, to: understand the principle of the rule of law , its tenets and implications, expand their knowledge of human rights, understand the causes, consequences and impacts of crime on family, community, society, and on the safety and security of society as a whole and increase their awareness of social influencers that shape student behaviours online and off.
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Original:  attitudes and biases that possibly undermine the RoL and their ability to speak credibly on challenges to the RoL ,
Revised:  attitudes and biases that possibly undermine the rule of law and their ability to speak credibly on challenges to the RoL ,
Edit intent: clarity
Original:  attitudes and biases that possibly undermine the RoL and their ability to speak credibly on challenges to the RoL ,
Revised:  attitudes and biases that possibly undermine the RoL and their ability to speak credibly on challenges to the rule of law ,
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Original:  Teacher learning and development for the RoL involves training as well as empowering teachers to play their multiple roles.
Revised:  Teacher learning and development for the rule of law involves training as well as empowering teachers to play their multiple roles.
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Original:  This is possible through the establishment of professional learning communities (PLCs) that nurture improvements in teaching practices and continuous teacher learning.
Revised:  This is possible through the establishment of professional learning communities that nurture improvements in teaching practices and continuous teacher learning.
Edit intent: clarity
Original:  Using online networks, teachers can compare, contrast and shape ideas with each other for implementing the RoL in their local environment.
Revised:  Using online networks, teachers can compare, contrast and shape ideas with each other for implementing the rule of law in their local environment.
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Original:  Teaching values, attitudes and skills that strengthen the RoL and promote a CoL requires additional preparation from teachers.
Revised:  Teaching values, attitudes and skills that strengthen the rule of law and promote a CoL requires additional preparation from teachers.
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Original:  Teaching values, attitudes and skills that strengthen the RoL and promote a CoL requires additional preparation from teachers.
Revised:  Teaching values, attitudes and skills that strengthen the RoL and promote a culture of lawfulness requires additional preparation from teachers.
Edit intent: clarity
Original:  Such preparations include: Learning outside of schools Issues around RoL are often perceived as an area of work associated with ministries of justice and the interior, including law enforcement.
Revised:  Such preparations include: Learning outside of schools Issues around rule of law are often perceived as an area of work associated with ministries of justice and the interior, including law enforcement.
Edit intent: clarity
Original:  Civil society organizations, in particular, play a vital role in supporting educational efforts, both as a partner in developing educational materials based on the RoL and in supporting outreach and dissemination activities to reach all stakeholders, including children, youth, students, parents, teachers, professors and the media.
Revised:  Civil society organizations, in particular, play a vital role in supporting educational efforts, both as a partner in developing educational materials based on the rule of law and in supporting outreach and dissemination activities to reach all stakeholders, including children, youth, students, parents, teachers, professors and the media.
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Original:  Engaging NGOs or other community organizations not only amplifies a school's GCE and RoL efforts and ensures that the community benefits from them, but also provides learners with practical, real-world learning experiences in the social work space.
Revised:  Engaging Non-governmental organizations or other community organizations not only amplifies a school's GCE and RoL efforts and ensures that the community benefits from them, but also provides learners with practical, real-world learning experiences in the social work space.
Edit intent: clarity
Original:  Behavioural and action-oriented GCE competencies are developed and nurtured through these connections to community organizations, providing learners with examples of good citizenship in practice.
Revised:  Behavioural and action-oriented global citizenship education competencies are developed and nurtured through these connections to community organizations, providing learners with examples of good citizenship in practice.
Edit intent: clarity
Original:  Youth-led action: Young people have a fundamental role to play in bringing a CoL and integrity in all areas of society.
Revised:  Youth-led action: Young people have a fundamental role to play in bringing a culture of lawfulness and integrity in all areas of society.
Edit intent: clarity
Original:  School-community partnerships: Another interesting way to integrate GCE values into learning at the local level is by building community-classroom partnerships with local NGOs or existing community efforts.
Revised:  School-community partnerships: Another interesting way to integrate GCE values into learning at the local level is by building community-classroom partnerships with local Non-governmental organizations or existing community efforts.
Edit intent: clarity
Original:  Building partnerships with community organizations is critical to GCE efforts.
Revised:  Building partnerships with community organizations is critical to global citizenship education efforts.
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Original:  School administration and NGO staff can work together to ensure the terms of the partnership are clear and the goals are attainable.
Revised:  School administration and Non-governmental organization staff can work together to ensure the terms of the partnership are clear and the goals are attainable.
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Original:  Inter-school collaborations: In addition to collaborating with community organizations and NGOs , schools can collaborate and learn from each other.
Revised:  Inter-school collaborations: In addition to collaborating with community organizations and Non-governmental organizations , schools can collaborate and learn from each other.
Edit intent: clarity
Original:  Schools can replicate programmes, collaborate on inter-school events and initiatives, and create a network to more easily share local RoL and CoL resources and amplify efforts.
Revised:  Schools can replicate programmes, collaborate on inter-school events and initiatives, and create a network to more easily share local rule of law and culture of lawfulness resources and amplify efforts.
Edit intent: clarity
Original: Around Christmastime 1609  , Sir Edward Herbert fought with a Scottish gentleman who had snatched a ribbon from her hair in a back room of the queen's lodgings at Greenwich Palace.
Revised: Around Christmas time 1609 , Sir Edward Herbert fought with a Scottish gentleman who had snatched a ribbon from her hair in a back room of the queen's lodgings at Greenwich Palace.
Edit intent: fluency
Original:  John Chamberlain recorded that the Scottish man was an usher to the queen named "Boghvan" , also recorded as "Jacques Bochan" .Norman Egbert McClure, Letters of John Chamberlain, vol. 1 (Philadelphia, 1939), p. 296:  HMC Salisbury Hatfield, vol. 24 (London, 1976), p. 67.
Revised:  John Chamberlain recorded that the Scottish man was an usher to the queen named "Boghvan" .Norman Egbert McClure, Letters of John Chamberlain, vol. 1 (Philadelphia, 1939), p. 296: HMC Salisbury Hatfield, vol. 24 (London, 1976), p. 67.
Edit intent: clarity