wanyu/IteraTeR_v2 huggingface dataset:
Original:  Since 1977  the WHO has published a model list of essential medicines, with the current ( 2017 ) list for adult patients containing over 400 medicines.
Revised:  Since 1977 , the WHO has published a model list of essential medicines, with the current ( 2017 ) list for adult patients containing over 400 medicines.
Edit intent: fluency
Original:  Children's list The first edition of the "WHO Model List of Essential Medicines for Children", was published in 2007 while the 6th edition was published in 2017.
Revised:  Children's list The first edition of the "WHO Model List of Essential Medicines for Children", was published in 2007 while the 7th edition was published in 2017.
Edit intent: style
Original: The original 1977 WHO definition was that they were medicines "of utmost importance, basic, indispensable, and necessary for the healthcare needs of the population".
Revised: The original WHO definition in 1977 was that they were medicines "of utmost importance, basic, indispensable, and necessary for the healthcare needs of the population".
Edit intent: clarity
Original:  And this remains the current definition as of 2017.
Revised:  And this remains the definition .
Edit intent: clarity
Original:  The current version, the 21st , was published in April 2019.
Revised:  The 21st , was published in April 2019.
Edit intent: clarity
Original:  The current version, the 21st , was published in April 2019.
Revised:  The current version, the 21st version was published in April 2019.
Edit intent: clarity
Original:  Children's list The first edition of the "WHO Model List of Essential Medicines for Children", was published in 2007  while the 7th edition was published in 2019.
Revised:  Children's list The first edition of the "WHO Model List of Essential Medicines for Children", was published in 2007 , while the 7th edition was published in 2019.
Edit intent: fluency
Original:  The number of medications has nearly doubled, from the original 208 in 1977  to more than 340.
Revised:  The number of medications has nearly doubled, from the original 208 in 1977 , to more than 340.
Edit intent: fluency
Original:  The third list for children from 2011  contains 269 medications.
Revised:  The third list for children from 2011 , contains 269 medications.
Edit intent: fluency
Original:  Educational Management Administration%DIFDELCMD < & %%% Leadership'' 2012,.
Revised:  Educational Management Administration%DIFDELCMD < & %%% 
Edit intent: coherence
Original:  Dixon P. RTE Act%DIFDELCMD < & %%% Private School Regulation.
Revised:  %DIFDELCMD < & %%% Private School Regulation.
Edit intent: coherence
Original:  Educational Management, Administration%DIFDELCMD < & %%% Leadership 2008, 36(4), 449–469.
Revised:  Educational Management, Administration%DIFDELCMD < & %%% 
Edit intent: coherence
Original:  Dixon, P. (2014) Affordable Private Schools in Developing Countries, in Muijs, D. Ed., International Encyclopaedia of Social Behavioural Sciences, 2nd Edition, Elsevier.
Edit intent: coherence
Original:  Thinking Skills and Creativity 2018 , 27, 33-44.
Revised:  Thinking Skills and Creativity , 27, 33-44.
Edit intent: coherence
Original:  Assessment in Education: Principles, Policy and Practice 2018 , 25(4), 399-414.
Revised:  Assessment in Education: Principles, Policy and Practice , 25(4), 399-414.
Edit intent: coherence
Original: Specimen provenance complications (SPCs) result from instances of biopsy specimen transposition, extraneous/foreign cell contamination or misidentification of cells used in clinical or anatomical pathology.
Revised: Specimen Provenance Complications (SPCs) result from instances of biopsy specimen transposition, extraneous/foreign cell contamination or misidentification of cells used in clinical or anatomical pathology.
Edit intent: fluency
Original: Frequency of occurrence Medical research, reports from respected news organizations and real-life cases document the existence of specimen provenance complications in the biopsy evaluation process .
Revised: Frequency of occurrence Medical research, reports from respected news organizations and real-life cases document the existence of Specimen Provenance Complications in the diagnostic testing cycle for cancer .
Edit intent: clarity
Original:  Outcomes In terms of outcomes, diagnostic mistakes due to specimen provenance complications can have devastating results for both patients and the medical professionals involved in their care.
Revised:  Outcomes In terms of outcomes, diagnostic mistakes due to Specimen Provenance Complications can have devastating results for both patients and the medical professionals involved in their care.
Edit intent: fluency
Original: Specimen Provenance Complications (SPCs) result from instances of biopsy specimen transposition, extraneous/foreign cell contamination or misidentification of cells used in clinical or anatomical pathology.
Revised: Specimen provenance complications (SPCs) result from instances of biopsy specimen transposition, extraneous/foreign cell contamination or misidentification of cells used in clinical or anatomical pathology.
Edit intent: fluency
Original: Bengali people Category:Brahmos Category:Founders of Indian schools and colleges Category:Indian women philanthropists Category:Indian philanthropists Category:Bengali Hindus Category:Indian women educational theorists Category:19th-century Indian educational theorists Category:20th-century Indian educational theorists Category:Educators from West Bengal Category:People buried at Brahmo Cemetery, Nabodebalaya Category:19th-century Indian royalty Category:20th-century Indian royal
Revised: Bengali people Category:Brahmos Category:Founders of Indian schools and colleges Category:Indian women philanthropists Category:Indian philanthropists Category:Bengali Hindus Category:Indian women educational theorists Category:19th-century Indian educational theorists Category:20th-century Indian educational theorists Category:Educators from West Bengal Category:People buried at Brahmo Cemetery, Nabodebalaya Category:19th-century Indian royalty Category:20th-century Indian royalty Category:Women educators from West Beng
Edit intent: clarity
Original: Indian philanthropists Category:Bengali Hindus Category:Indian women educational theorists Category:19th-century Indian educational theorists Category:20th-century Indian educational theorists Category:Educators from West Bengal Category:People buried at Brahmo Cemetery, Nabodebalaya Category:19th-century Indian royalty Category:20th-century Indian royalty Category:Women educators from West Bengal Category:19th-century women educators Category:20th-century women educato
Revised: Indian philanthropists Category:Bengali Hindus Category:Indian women educational theorists Category:19th-century Indian educational theorists Category:20th-century Indian educational theorists Category:Educators from West Bengal Category:People buried at Brahmo Cemetery, Nabodebalaya Category:19th-century Indian royalty Category:20th-century Indian royalty Category:Women educators from West Bengal Category:19th-century women educators Category:20th-century women educators Category:20th-century Indian wom
Edit intent: fluency
Original: Her Highness Maharani Sucharu Devi (or Suchara Devi) (9 October 1874 – 14 December 1959) was the Maharani of Mayurbhanj, India.
Revised: Her HighnessMaharani Sucharu Devi (or Suchara Devi) (9 October 1874 – 14 December 1959) was the Maharani of Mayurbhanj, India.
Edit intent: fluency
Original:  She spent  major portion of her life in Mayurbhanj Palace, which was royal residence of rulers of Mayurbhanj State.
Revised:  She spent a major portion of her life in Mayurbhanj Palace, which was royal residence of rulers of Mayurbhanj State.
Edit intent: fluency
Original:  Maharani Sucharu Devi , was elected as the President of Bengal Women's Education League in 1931.
Revised:  Maharani Sucharu Devi was elected president of the Bengal Women's Education League in 1931.
Edit intent: fluency
Original:  Also, after the sudden death of his sister, Suniti Devi, in 1932, she was elected as President of All Bengal Women's Union.
Revised:  After the sudden death of his sister, Suniti Devi, in 1932, she was elected as President of All Bengal Women's Union.
Edit intent: coherence
Original:  Also, after the sudden death of his sister, Suniti Devi, in 1932, she was elected as President of All Bengal Women's Union.
Revised:  Also, after the sudden death of his sister, Suniti Devi, in 1932, she was elected president of All Bengal Women's Union.
Edit intent: fluency
Original:  In Calcutta she was known as a women's rights activist like her contemporaries Charulata Mukherjee, Saroj Nalini Dutt, T. R. Nelly, her sister, Suniti Devi , the Maharani of Cooch Behar.
Revised:  In Calcutta she was known as a women's rights activist like her contemporaries Charulata Mukherjee, Saroj Nalini Dutt, T. R. Nelly, and her sister Suniti Devi the Maharani of Cooch Behar.
Edit intent: fluency
Original:  an international study of childhood poverty Education Developing Countries: 75 years Professor Angela Little: multigrade schooling - 2009 YouTube recording of Angela Little discussing multigrade schooling LIDC: Millennium Development Goal 2: Universal Primary Education - YouTube recording of 2010 lecture where Angela Little shows how MDG2's aim of universal primary education overlooks the complexity of improving education.
Revised:  an international study of childhood poverty Education Professor Angela Little: multigrade schooling - 2009 YouTube recording of Angela Little discussing multigrade schooling LIDC: Millennium Development Goal 2: Universal Primary Education - YouTube recording of 2010 lecture where Angela Little shows how MDG2's aim of universal primary education overlooks the complexity of improving education.
Edit intent: coherence
Original:  LIDC-ONE debate: research and advocacy can lead to better development policies - audio recording of discussion with Angela Little, Chris Whitty and development advocate Jamie Drummond Category:Living people Category:Development specialists Category:British educationists Category: Education policy Category:Education rights Category: People in international development Category:Alumni of the University of Sussex Category: British academics Category: 1949 birt
Revised:  LIDC-ONE debate: research and advocacy can lead to better development policies - audio recording of discussion with Angela Little, Chris Whitty and development advocate Jamie Drummond Category:Living people Category:Development specialists Category:British educationists Category: People in international development Category:Alumni of the University of Sussex Category: British academics Category: 1949 birt
Edit intent: coherence
Original:  LIDC-ONE debate: research and advocacy can lead to better development policies - audio recording of discussion with Angela Little, Chris Whitty and development advocate Jamie Drummond Category:Living people Category:Development specialists Category:British educationists Category: Education policy Category:Education rights Category: People in international development Category:Alumni of the University of Sussex Category: British academics Category: 1949 birt
Revised:  LIDC-ONE debate: research and advocacy can lead to better development policies - audio recording of discussion with Angela Little, Chris Whitty and development advocate Jamie Drummond Category:Living people Category:Development specialists Category:British educationists Category: Education policy Category:Education rights Category: People in international development Category:Alumni of the University of Sussex Category: 1949 birt
Edit intent: clarity
Original:  She has been involved in the direction of two films - The Diploma Disease (with Ronald Dore, released 1982) and The Qualification Chase (1996) Little is well known in the field of international and comparative education for her approach to agency and actor perspectives alongside the structural approaches of sociology and economics.
Revised:  She has been involved in the direction of two films – The Diploma Disease (with Ronald Dore, released 1982) and The Qualification Chase (1996) Little is well known in the field of international and comparative education for her approach to agency and actor perspectives alongside the structural approaches of sociology and economics.
Edit intent: fluency
Original:  The approach is perhaps best illustrated in her extensive body of work around ‘ Education For All ’ - a goal in whose pursuit Little has invested considerable intellectual and professional endeavour.
Revised:  The approach is perhaps best illustrated in her extensive body of work around ' Education For All ’ - a goal in whose pursuit Little has invested considerable intellectual and professional endeavour.
Edit intent: fluency
Original:  The approach is perhaps best illustrated in her extensive body of work around ‘ Education For All ’ - a goal in whose pursuit Little has invested considerable intellectual and professional endeavour.
Revised:  The approach is perhaps best illustrated in her extensive body of work around ‘ Education For All ' – a goal in whose pursuit Little has invested considerable intellectual and professional endeavour.
Edit intent: fluency
Original:  Little ’ s work on the globalisation of education questions the neo-liberal orthodoxy and addresses the neglected but central role of context in the determination of costs and benefits, by way of case studies covering China, India, Kenya and Sri Lanka.
Revised:  Little ' s work on the globalisation of education questions the neo-liberal orthodoxy and addresses the neglected but central role of context in the determination of costs and benefits, by way of case studies covering China, India, Kenya and Sri Lanka.
Edit intent: fluency
Original: , Compare, 40 (6), pp. 845–852. 2009 (with Andy Green), "Successful Globalisation, Education and Sustainable Development", International Journal of Educational Development, Vol 29, 2, pp. 166–174. 2008 (with Ricardo Sabates), "Economic Globalisation, Youth Expectations and Social Class: the case of Sri Lanka", International Journal of Educational Development, Vol 28, 708-722.
Revised: , Compare, 40 (6), pp. 845–852. 2009 (with Andy Green), "Successful Globalisation, Education and Sustainable Development", International Journal of Educational Development, Vol 29, 2, pp. 166–174. 2008 (with Ricardo Sabates), "Economic Globalisation, Youth Expectations and Social Class: the case of Sri Lanka", International Journal of Educational Development, Vol 28, 708–722.
Edit intent: fluency
Original:  Compare, 35 (2), 181-192. 2003, "Motivating Learning and the Development of Human Capital", Compare, 33 (4), 437-452.
Revised:  Compare, 35 (2), 181–192. 2003, "Motivating Learning and the Development of Human Capital", Compare, 33 (4), 437-452.
Edit intent: fluency
Original:  Compare, 35 (2), 181-192. 2003, "Motivating Learning and the Development of Human Capital", Compare, 33 (4), 437-452.
Revised:  Compare, 35 (2), 181-192. 2003, "Motivating Learning and the Development of Human Capital", Compare, 33 (4), 437–452.
Edit intent: fluency
Original:  An Inaugural Lecture Institute of Education, University of London, 1988 1982, Examination Reform and Educational Change in Sri Lanka, 1972-1982 : Modernisation or Dependent Underdevelopment?, Institute of Development Studies Discussion Paper D180, 1982 Selected articles in popular press Bid for better world starts here, by Chloe Stothart and Jessica Shephard, article mentions Angela Little, Times Higher Education Magazine, 9 March 2007 Where the sums add up to a way out of poverty -
Revised:  An Inaugural Lecture Institute of Education, University of London, 1988 1982, Examination Reform and Educational Change in Sri Lanka, 1972–1982 : Modernisation or Dependent Underdevelopment?, Institute of Development Studies Discussion Paper D180, 1982 Selected articles in popular press Bid for better world starts here, by Chloe Stothart and Jessica Shephard, article mentions Angela Little, Times Higher Education Magazine, 9 March 2007 Where the sums add up to a way out of poverty -
Edit intent: fluency
Original:  An Inaugural Lecture Institute of Education, University of London, 1988 1982, Examination Reform and Educational Change in Sri Lanka, 1972-1982 : Modernisation or Dependent Underdevelopment?, Institute of Development Studies Discussion Paper D180, 1982 Selected articles in popular press Bid for better world starts here, by Chloe Stothart and Jessica Shephard, article mentions Angela Little, Times Higher Education Magazine, 9 March 2007 Where the sums add up to a way out of poverty -
Revised:  An Inaugural Lecture Institute of Education, University of London, 1988 1982, Examination Reform and Educational Change in Sri Lanka, 1972-1982 : Modernisation or Dependent Underdevelopment?, Institute of Development Studies Discussion Paper D180, 1982 Selected articles in popular press Bid for better world starts here, by Chloe Stothart and Jessica Shephard, article mentions Angela Little, Times Higher Education Magazine, 9 March 2007 Where the sums add up to a way out of poverty –
Edit intent: fluency
Original:  A review of Angela Little's book, Labouring to Learn'', Times Higher Education Magazine, 19 May 2000 Global vision takes seed in plantation schools -
Revised:  A review of Angela Little's book, Labouring to Learn'', Times Higher Education Magazine, 19 May 2000 Global vision takes seed in plantation schools –
Edit intent: fluency
Original:  Times Higher Education Magazine, 21 April 2000 Reaching For The Top -
Revised:  Times Higher Education Magazine, 21 April 2000 Reaching For The Top –
Edit intent: fluency
Original:  new internationalist 122, April 1983 External links Professor Angela Litte's personal website Professor Angela Little's Institute of Education website Professor Angela Little: multigrade schooling - 2009 YouTube recording of Angela Little discussing multigrade schooling LIDC: Millennium Development Goal 2: Universal Primary Education - YouTube recording of 2010 lecture where Angela Little shows how MDG2's aim of universal primary education overlooks the complexity of improving education.
Revised:  new internationalist 122, April 1983 External links Professor Angela Litte's personal website Professor Angela Little's Institute of Education website Professor Angela Little: multigrade schooling – 2009 YouTube recording of Angela Little discussing multigrade schooling LIDC: Millennium Development Goal 2: Universal Primary Education - YouTube recording of 2010 lecture where Angela Little shows how MDG2's aim of universal primary education overlooks the complexity of improving education.
Edit intent: fluency
Original:  new internationalist 122, April 1983 External links Professor Angela Litte's personal website Professor Angela Little's Institute of Education website Professor Angela Little: multigrade schooling - 2009 YouTube recording of Angela Little discussing multigrade schooling LIDC: Millennium Development Goal 2: Universal Primary Education - YouTube recording of 2010 lecture where Angela Little shows how MDG2's aim of universal primary education overlooks the complexity of improving education.
Revised:  new internationalist 122, April 1983 External links Professor Angela Litte's personal website Professor Angela Little's Institute of Education website Professor Angela Little: multigrade schooling - 2009 YouTube recording of Angela Little discussing multigrade schooling LIDC: Millennium Development Goal 2: Universal Primary Education – YouTube recording of 2010 lecture where Angela Little shows how MDG2's aim of universal primary education overlooks the complexity of improving education.
Edit intent: fluency
Original:  Angela Little's 1988 inaugural lecture on Learning from Developing Countries - YouTube recording of Angela Little giving her 1988 inaugural lecture on 'Learning from Developing Countries' at the Institute for Education, University of London.
Revised:  Angela Little's 1988 inaugural lecture on Learning from Developing Countries – YouTube recording of Angela Little giving her 1988 inaugural lecture on 'Learning from Developing Countries' at the Institute for Education, University of London.
Edit intent: fluency
Original:  LIDC-ONE debate: research and advocacy can lead to better development policies - audio recording of discussion with Angela Little, Chris Whitty and development advocate Jamie Drummond
Revised:  LIDC-ONE debate: research and advocacy can lead to better development policies – audio recording of discussion with Angela Little, Chris Whitty and development advocate Jamie Drummond
Edit intent: fluency
Original:  This work is part of Prakaraṇa grantha, and is considered Shankara's most important authentic non-commentarial work .
Revised:  Considered a Prakaraṇa grantha, and is considered Shankara's most important authentic non-commentarial work .
Edit intent: clarity
Original:  This work is part of Prakaraṇa grantha, and is considered Shankara's most important authentic non-commentarial work .
Revised:  This work is part of Prakaraṇa grantha, and is considered Shankara's most important non-commentarial work .
Edit intent: clarity
Original:  This work is part of Prakaraṇa grantha, and is considered Shankara's most important authentic non-commentarial work .
Revised:  This work is part of Prakaraṇa grantha, and is considered Shankara's most important authentic non-commentarial works .
Edit intent: clarity
Original:  On discrimination between people and living beings In verses 1.26-1.28, Upadesasahasri states that any Bheda (discrimination) based on class or caste or parentage is a mark of inner error and lack of liberating knowledge.
Revised: == On discrimination between people and living beings In verses 1.26-1.28, Upadesasahasri states that any Bheda (discrimination) based on class or caste or parentage is a mark of inner error and lack of liberating knowledge.
Edit intent: fluency
Original:  On discrimination between people and living beings In verses 1.26-1.28, Upadesasahasri states that any Bheda (discrimination) based on class or caste or parentage is a mark of inner error and lack of liberating knowledge.
Revised:  On discrimination between my Ātmā and living beings In verses 1.26-1.28, Upadesasahasri states that any Bheda (discrimination) based on class or caste or parentage is a mark of inner error and lack of liberating knowledge.
Edit intent: clarity
Original: ==On discrimination between my Ātmā and Ātmā of all beings, people and non-people living beings Sarva Ātmayatā  In verses 1.26-1.28, Upadesasahasri states that any Bheda (discrimination) based on class or caste or parentage is a mark of inner error and lack of liberating knowledge.
Revised: ==On discrimination between my Ātmā and Ātmā of all beings, people and non-people living beings Sarva Ātmayatā . In verses 1.26-1.28, Upadesasahasri states that any Bheda (discrimination) based on class or caste or parentage is a mark of inner error and lack of liberating knowledge.
Edit intent: fluency
Original: On ritual idol worship Adi Shankara, in verse 1.25 to 1.26, discourages ritual worship and oblations to Deva (God), because that assumes the Self within is different than Brahman.
Revised: On ritual worship Adi Shankara, in verse 1.25 to 1.26, discourages ritual worship and oblations to Deva (God), because that assumes the Self within is different than Brahman.
Edit intent: clarity
Original: Detail of a page It’s Wikipedia%DIFDELCMD < ] %%% not only a resource for collating all human knowledge, but a framework for understanding how that knowledge came to be and to be understood;
Revised: Detail of a page Wikipedia%DIFDELCMD < ] %%% not only a resource for collating all human knowledge, but a framework for understanding how that knowledge came to be and to be understood;
Edit intent: coherence
Original: Detail of a page It’s Wikipedia%DIFDELCMD < ] %%% not only a resource for collating all human knowledge, but a framework for understanding how that knowledge came to be and to be understood;
Revised: Detail of a page It’s %DIFDELCMD < ] %%% not only a resource for collating all human knowledge, but a framework for understanding how that knowledge came to be and to be understood;
Edit intent: coherence