wanyu/IteraTeR_v2 huggingface dataset:
Original:  She also released her new single "Barbies Know Know" with Dany Lee.
Revised:  Ivy further released her new single "Barbies Know Know" with Dany Lee.
Edit intent: clarity
Original:  This marked her third collaboration single with Dany, having previously worked with her on her I. Feminism extended play.
Revised:  This marked her third collaboration single with Dany, having previously worked with her on the I. Feminism extended play.
Edit intent: fluency
Original: 2019 saw Ivy feature in the Chinese film Step Up: Year of the Dance, directed by Ron Yuan.
Edit intent: coherence
Original:  Azzan bin Qais himself was killed in battle at Muttrah in January 1871.
Revised:  Azzan bin Qais himself was killed in battle at Muttrah in January 
Edit intent: clarity
Original:  References%DIFDELCMD < %DIFDELCMD < %%% Category:History of Om
Revised:  %DIFDELCMD < %DIFDELCMD < %%% Category:History of Om
Edit intent: fluency
Original:  It can be abbreviated in M. (plural MM.), Mssr. (plural URL and rarely Mr (plural Mrs), but never Mr., which is only for Mister '' .
Revised:  It can be abbreviated in M. (plural MM.), Mssr. (plural URL and rarely Mr (plural Mrs), but never Mr., which is only for Mister .
Edit intent: fluency
Original:  1512, from Middle French , literally "my lord") is an honorific title that  used to refer to or address the eldest living brother of the king in the French royal court.
Revised:  1512, from Middle French , literally "my lord") is an honorific title that was used to refer to or address the eldest living brother of the king in the French royal court.
Edit intent: coherence
Original:  The Kings' borthers were addressed as Monseigneur or Royal Highness.
Revised:  The Kings' brothers were addressed as Monseigneur or Royal Highness.
Edit intent: fluency
Original: ( , ; pl. , ;
Revised: ( ; ; pl. ; ;
Edit intent: fluency
Original:  12 December 1950) is an Indian actor, film producer and screenwriter who works primarily in Tamil cinema.
Revised:  12 December 1950) is an Indian film actor, producer and screenwriter who works primarily in Tamil cinema.
Edit intent: fluency
Original:  Priya, based on a detective novel by Sujatha Rangarajan , had the distinction of being the first film of Rajinikanth to be shot mostly outside India, mainly in Southeast Asia.
Revised:  Priya, based on a detective novel by Sujatha , had the distinction of being the first film of Rajinikanth to be shot mostly outside India, mainly in Southeast Asia.
Edit intent: clarity
Original:  12 December 1950) is an Indian film actor, producer and screenwriter who works primarily in Tamil cinema.
Revised:  12 December 1950) is an Indian actor, producer and screenwriter who works primarily in Tamil cinema.
Edit intent: clarity
Original:  The Government of India has honored him with the Padma Bhushan (2000) and the Padma Vibhushan (2016).
Revised:  The Government of India has honoured him with the Padma Bhushan (2000) and the Padma Vibhushan (2016).
Edit intent: fluency
Original:  At the 67th National Film Awards, he was awarded the India's highest award in the field of cinema, Dadasaheb Phalke Award.
Revised:  At the 67th National Film Awards, he was awarded India's highest award in the field of cinema, Dadasaheb Phalke Award.
Edit intent: fluency
Original:  He was cast in a small role as the abusive husband of the female lead played by Srividya.
Revised:  He was cast in a small role as the ex-husband of the female lead played by Srividya.
Edit intent: clarity
Original: Rajinikanth (born  Shivaji Rao Gaekwad;
Revised: Rajinikanth (born as Shivaji Rao Gaekwad;
Edit intent: fluency
Original: Julius Monzi Muia (born c. 1960), often referred to as Julius Muia, is a Kenyan accountant and financial expert, who serves as the Permanent Secretary in the Kenyan Ministry of Finance, since 24 July 2019.
Revised: Julius Monzi Muia (born c. 1960), often referred to as Julius Muia, is a Kenyan accountant and financial expert, who serves as the Principal Secretary in the Kenyan Ministry of Finance, since 24 July 2019.
Edit intent: style
Original:  Before he as appointed to his current position, he served as the Permanent Secretary in the State Department for Planning.
Revised:  Before he as appointed to his current position, he served as the Principal Secretary in the State Department for Planning.
Edit intent: clarity
Original: Julius Muia Julius Monzi Muia (born c. 1960), often referred to as Julius Muia, is a Kenyan accountant and financial expert, who serves as the Principal Secretary in the Kenyan Ministry of Finance, since 24 July 2019.
Revised: Julius Julius Monzi Muia (born c. 1960), often referred to as Julius Muia, is a Kenyan accountant and financial expert, who serves as the Principal Secretary in the Kenyan Ministry of Finance, since 24 July 2019.
Edit intent: style
Original: Julius Muia Julius Monzi Muia (born c. 1960), often referred to as Julius Muia, is a Kenyan accountant and financial expert, who serves as the Principal Secretary in the Kenyan Ministry of Finance, since 24 July 2019.
Revised: Julius Muia Monzi Muia (born c. 1960), often referred to as Julius Muia, is a Kenyan accountant and financial expert, who serves as the Principal Secretary in the Kenyan Ministry of Finance, since 24 July 2019.
Edit intent: fluency
Original:  Before he as appointed to his current position, he served as the Principal Secretary in the State Department for Planning.
Revised:  Before he was appointed to his current position, he served as the Principal Secretary in the State Department for Planning.
Edit intent: fluency
Original:  He also holds a Master of Arts degree and a Doctor of Philosophy , both in Finance, awarded by the same institution.
Revised:  He also holds a Master of Arts degree and a Doctor of Philosophy in Finance, awarded by the same institution.
Edit intent: clarity
Original:  Category:  Living people Category:20th-century Native Americans Category:  Apache people Category:People from McAllen, Texas Category: American evangelicals Category: Religious leaders from Texas Category:1952 birt
Revised:  Category: Living people Category:20th-century Native Americans Category: American evangelicals Category: Apache people Category:People from McAllen, Texas Category: American evangelicals Category: Religious leaders from Texas Category:1952 birt
Edit intent: fluency
Original:  Category:  Living people Category:20th-century Native Americans Category:  Apache people Category:People from McAllen, Texas Category: American evangelicals Category: Religious leaders from Texas Category:1952 birt
Revised:  Category: Living people Category:20th-century Native Americans Category: Apache people Category:People from McAllen, Texas Category: Religious leaders from Texas Category:1952 birt
Edit intent: coherence
Original:  Category:  Living people Category:20th-century Native Americans Category:  Apache people Category:People from McAllen, Texas Category: American evangelicals Category: Religious leaders from Texas Category:1952 birt
Revised:  Category: Living people Category:20th-century Native Americans Category: Apache people Category:People from McAllen, Texas Category: American evangelicals Category: Religious leaders from Tex
Edit intent: coherence
Original: Legal History Operation Powwow On March 11, 2006, members of the Lipan Apache Tribe of Texas were gathered at a pow-wow.
Revised: Legal history Operation Powwow On March 11, 2006, members of the Lipan Apache Tribe of Texas were gathered at a pow-wow.
Edit intent: fluency
Original: Many governments strengthen efforts to uphold the principle of the rule of law (RoL) in the daily lives of their citizens and through the public institutions that seek to serve them.
Revised: Many governments strengthen efforts to uphold the principle of the rule of law in the daily lives of their citizens and through the public institutions that seek to serve them.
Edit intent: clarity
Original:  The RoL is considered to be fundamental to all aspects of society, both public and private, shaping the way individuals interact with each other and with public institutions in all sectors of society – forging relationships of trust and mutual accountability.
Revised:  The rule of law is considered to be fundamental to all aspects of society, both public and private, shaping the way individuals interact with each other and with public institutions in all sectors of society – forging relationships of trust and mutual accountability.
Edit intent: clarity
Original:  National education systems are responsible for upholding and advancing the principles of the RoL so that future generations hold state institutions accountable to these principles and equip learners with the knowledge, values, attitudes and behaviours they need to take constructive and ethically responsible decisions in their daily lives that support justice and human rights.
Revised:  National education systems are responsible for upholding and advancing the principles of the rule of law so that future generations hold state institutions accountable to these principles and equip learners with the knowledge, values, attitudes and behaviours they need to take constructive and ethically responsible decisions in their daily lives that support justice and human rights.
Edit intent: fluency
Original:  Education encourages learners to value, and apply, the principles of the RoL in their daily lives.
Revised:  Education encourages learners to value, and apply, the principles of the rule of law in their daily lives.
Edit intent: fluency
Original:  Culture of lawfulness related to education Culture of lawfulness (CoL) in education is the notion of fostering the RoL to create cultural and social conditions which respects and promotes the RoL . A CoL means that the general population in a society follows the law because it believes that it provides a fair and just response to the needs of individuals and society as a whole.
Revised:  Culture of lawfulness related to education Culture of lawfulness in education is the notion of fostering the RoL to create cultural and social conditions which respects and promotes the RoL . A CoL means that the general population in a society follows the law because it believes that it provides a fair and just response to the needs of individuals and society as a whole.
Edit intent: clarity
Original:  Culture of lawfulness related to education Culture of lawfulness (CoL) in education is the notion of fostering the RoL to create cultural and social conditions which respects and promotes the RoL . A CoL means that the general population in a society follows the law because it believes that it provides a fair and just response to the needs of individuals and society as a whole.
Revised:  Culture of lawfulness related to education Culture of lawfulness (CoL) in education is the notion of fostering the rule of law to create cultural and social conditions which respects and promotes the RoL . A CoL means that the general population in a society follows the law because it believes that it provides a fair and just response to the needs of individuals and society as a whole.
Edit intent: clarity
Original:  Culture of lawfulness related to education Culture of lawfulness (CoL) in education is the notion of fostering the RoL to create cultural and social conditions which respects and promotes the RoL . A CoL means that the general population in a society follows the law because it believes that it provides a fair and just response to the needs of individuals and society as a whole.
Revised:  Culture of lawfulness related to education Culture of lawfulness (CoL) in education is the notion of fostering the RoL to create cultural and social conditions which respects and promotes the rule of law . A CoL means that the general population in a society follows the law because it believes that it provides a fair and just response to the needs of individuals and society as a whole.
Edit intent: clarity
Original:  Culture of lawfulness related to education Culture of lawfulness (CoL) in education is the notion of fostering the RoL to create cultural and social conditions which respects and promotes the RoL . A CoL means that the general population in a society follows the law because it believes that it provides a fair and just response to the needs of individuals and society as a whole.
Revised:  Culture of lawfulness related to education Culture of lawfulness (CoL) in education is the notion of fostering the RoL to create cultural and social conditions which respects and promotes the RoL . A culture of lawfulness means that the general population in a society follows the law because it believes that it provides a fair and just response to the needs of individuals and society as a whole.
Edit intent: fluency
Original:  Teaching the basics: key knowledge, values, attitudes and bahaviours Certain key knowledge, Value , attitudes and behaviours empowers learners to carry out the RoL and to participate in the continued development of a CoL within their community.
Revised:  Teaching the basics: key knowledge, values, attitudes and bahaviours Certain key knowledge, value , attitudes and behaviours empowers learners to carry out the RoL and to participate in the continued development of a CoL within their community.
Edit intent: fluency
Original:  Teaching the basics: key knowledge, values, attitudes and bahaviours Certain key knowledge, Value , attitudes and behaviours empowers learners to carry out the RoL and to participate in the continued development of a CoL within their community.
Revised:  Teaching the basics: key knowledge, values, attitudes and bahaviours Certain key knowledge, Value , attitudes and behaviours empowers learners to carry out the rule of law and to participate in the continued development of a CoL within their community.
Edit intent: fluency
Original:  Teaching the basics: key knowledge, values, attitudes and bahaviours Certain key knowledge, Value , attitudes and behaviours empowers learners to carry out the RoL and to participate in the continued development of a CoL within their community.
Revised:  Teaching the basics: key knowledge, values, attitudes and bahaviours Certain key knowledge, Value , attitudes and behaviours empowers learners to carry out the RoL and to participate in the continued development of a culture of lawfulness within their community.
Edit intent: clarity
Original:  Key knowledge Learners need to acquire knowledge, understanding and critical thinking about the meaning of the RoL and a CoL , and how these concepts manifest in different social settings and through established institutions, laws, mechanisms and procedures.
Revised:  Key knowledge Learners need to acquire knowledge, understanding and critical thinking about the meaning of the rule of law and a culture of lawfulness , and how these concepts manifest in different social settings and through established institutions, laws, mechanisms and procedures.
Edit intent: clarity
Original:  Based on established norms and factual evidence, learners are required to make knowledgeable judgements about their environment.
Revised:  Based on established norms and factual evidence, learners are required to make knowledgeable judgments about their environment.
Edit intent: fluency
Original:  If education is to promote the RoL , then it is key to teach about the ability to carry out critical thinking and analysis.
Revised:  If education is to promote the rule of law , then it is key to teach about the ability to carry out critical thinking and analysis.
Edit intent: fluency
Original:  Violations of the RoL have far-reaching consequences at the individual, community, national, regional and global levels, which impact different countries and populations in ways that are often interconnected.
Revised:  Violations of the rule of law have far-reaching consequences at the individual, community, national, regional and global levels, which impact different countries and populations in ways that are often interconnected.
Edit intent: fluency
Original:  It is important not to underestimate the extent to which a CoL is embedded in national and local realities.
Revised:  It is important not to underestimate the extent to which a culture of lawfulness is embedded in national and local realities.
Edit intent: clarity
Original:  Therefore, teachers and students also need to understand their rights and responsibilities and identify the behaviours that support democratic processes and the RoL on a daily basis.
Revised:  Therefore, teachers and students also need to understand their rights and responsibilities and identify the behaviours that support democratic processes and the rule of law on a daily basis.
Edit intent: fluency
Original:  Key areas of knowledge for learners to understand the meaning of the RoL and CoL , include: Good citizenship, representation of individuals’ voices in formal institutions, as well as rights and duties of citizens ;
Revised:  Key areas of knowledge for learners to understand the meaning of the rule of law and culture of lawfulness , include: Good citizenship, representation of individuals’ voices in formal institutions, as well as rights and duties of citizens ;
Edit intent: clarity
Original:  Key areas of knowledge for learners to understand the meaning of the RoL and CoL , include: Good citizenship, representation of individuals’ voices in formal institutions, as well as rights and duties of citizens ;
Revised:  Key areas of knowledge for learners to understand the meaning of the RoL and CoL , include: Good citizenship, representation of individuals’ voices in formal institutions, as well as rights and duties of citizens 
Edit intent: fluency
Original:  Conflict prevention and peacebuilding ;
Revised:  Conflict prevention and peacebuilding 
Edit intent: fluency
Original:  Global, national, and local expressions of the RoL and culture of lawfulness ;
Revised:  Global, national, and local expressions of the rule of law and culture of lawfulness ;
Edit intent: fluency
Original:  Global, national, and local expressions of the RoL and culture of lawfulness ;
Revised:  Global, national, and local expressions of the RoL and culture of lawfulness 
Edit intent: fluency
Original:  Democratic values such as transparency, accountability and inclusiveness ;
Revised:  Democratic values such as transparency, accountability and inclusiveness 
Edit intent: fluency
Original:  Local, visible expressions of a culture of lawfulness through pluralism and egalitarianism ;
Revised:  Local, visible expressions of a culture of lawfulness through pluralism and egalitarianism 
Edit intent: fluency
Original:  Causes and consequences/impacts of crime on family, community, society, as well as safety ;
Revised:  Causes and consequences/impacts of crime on family, community, society, as well as safety 
Edit intent: fluency
Original:  Responsible and ethical decision-making .
Revised:  Responsible and ethical decision-making 
Edit intent: fluency
Original:  A sense of self-efficacy combined with high levels of motivation provide the conditions for resilience, which is key to promoting a CoL and the RoL . School practices that lead learners to address issues that affect their own lives and those of their peers and family also nurture civic engagement, which is key to the sustainability of a culture of lawfulness.
Revised:  A sense of self-efficacy combined with high levels of motivation provide the conditions for resilience, which is key to promoting a culture of lawfulness and the rule of law . School practices that lead learners to address issues that affect their own lives and those of their peers and family also nurture civic engagement, which is key to the sustainability of a culture of lawfulness.
Edit intent: clarity
Original:  There are other outcomes of socio-emotional learning that are relevant to the RoL , such as learning to value equality, fairness, mutual respect and integrity and develop attitudes, values and capacities, including: A sense of belonging to a community ;
Revised:  There are other outcomes of socio-emotional learning that are relevant to the rule of law , such as learning to value equality, fairness, mutual respect and integrity and develop attitudes, values and capacities, including: A sense of belonging to a community ;
Edit intent: clarity
Original:  There are other outcomes of socio-emotional learning that are relevant to the RoL , such as learning to value equality, fairness, mutual respect and integrity and develop attitudes, values and capacities, including: A sense of belonging to a community ;
Revised:  There are other outcomes of socio-emotional learning that are relevant to the RoL , such as learning to value equality, fairness, mutual respect and integrity and develop attitudes, values and capacities, including: A sense of belonging to a community 
Edit intent: fluency
Original:  Self-identity and positive self-image ;
Revised:  Self-identity and positive self-image 
Edit intent: fluency
Original:  Social awareness (empathy, inclusion) ;
Revised:  Social awareness (empathy, inclusion) 
Edit intent: fluency
Original:  Relationship skills (communication, cooperation, and conflict resolution) ;
Revised:  Relationship skills (communication, cooperation, and conflict resolution) 
Edit intent: fluency
Original:  A sense of personal security ;
Revised:  A sense of personal security 
Edit intent: fluency
Original:  Empathetic concern and compassion ;
Revised:  Empathetic concern and compassion 
Edit intent: fluency
Original:  Self-awareness ;
Revised:  Self-awareness 
Edit intent: fluency
Original:  Self-management ;
Revised:  Self-management 
Edit intent: fluency
Original:  Self-regulation .
Revised:  Self-regulation 
Edit intent: fluency
Original:  Behaviours The behavioural learning outcomes of global citizenship education (GCE) are relevant to the promotion of the RoL , specifically, to act effectively and responsibly at local, national and global levels for a more peaceful and sustainable world, and to develop the motivation and willingness to take necessary actions.
Revised:  Behaviours The behavioural learning outcomes of global citizenship education are relevant to the promotion of the RoL , specifically, to act effectively and responsibly at local, national and global levels for a more peaceful and sustainable world, and to develop the motivation and willingness to take necessary actions.
Edit intent: clarity
Original:  Behaviours The behavioural learning outcomes of global citizenship education (GCE) are relevant to the promotion of the RoL , specifically, to act effectively and responsibly at local, national and global levels for a more peaceful and sustainable world, and to develop the motivation and willingness to take necessary actions.
Revised:  Behaviours The behavioural learning outcomes of global citizenship education (GCE) are relevant to the promotion of the rule of law , specifically, to act effectively and responsibly at local, national and global levels for a more peaceful and sustainable world, and to develop the motivation and willingness to take necessary actions.
Edit intent: clarity
Original:  Learning to develop specific behaviours enhances the efforts to promote the RoL . Such behaviours include: Active participation in democratic structures and processes (in and out of school) ;
Revised:  Learning to develop specific behaviours enhances the efforts to promote the rule of law . Such behaviours include: Active participation in democratic structures and processes (in and out of school) ;
Edit intent: clarity
Original:  Learning to develop specific behaviours enhances the efforts to promote the RoL . Such behaviours include: Active participation in democratic structures and processes (in and out of school) ;
Revised:  Learning to develop specific behaviours enhances the efforts to promote the RoL . Such behaviours include: Participation in democratic structures and processes (in and out of school) ;
Edit intent: clarity
Original:  Learning to develop specific behaviours enhances the efforts to promote the RoL . Such behaviours include: Active participation in democratic structures and processes (in and out of school) ;
Revised:  Learning to develop specific behaviours enhances the efforts to promote the RoL . Such behaviours include: Active participation in democratic structures and processes (in and out of school) 
Edit intent: fluency