Short Paragraphs Research Articles

Artificial Intelligence-Prompted Explanations of Common Primary Care Diagnoses

Background: Artificial intelligence (AI)-generated explanations about medical topics may be clearer and more accessible than traditional evidence-based sources, enhancing patient understanding and autonomy. We evaluated different AI explanations for patients about common diagnoses to aid in patient care. Methods: We prompted ChatGPT 3.5 , Google Bard, HuggingChat, and Claude 2 separately to generate a short patient education paragraph about seven common diagnoses. We used the Flesch Reading Ease (FRE) and Flesch-Kincaid Grade Level (FKGL) to evaluate the readability and grade level of the responses. We used the Agency for Healthcare Research and Quality’s Patient Education Materials Assessment Tool (PEMAT) grading rubric to evaluate the understandability and actionability of responses. Results: Claude 2 demonstrated scores of FRE (67.0), FKGL (7.4), and PEMAT, 69% for understandability, and 34% for actionability. ChatGPT scores were FRE (58.5), FKGL (9.3), PEMAT (69% and 31%, respectively). Google Bard scores were FRE (50.1), FKGL (9.9), PEMAT (52% and 23%). HuggingChat scores were FRE (48.7) and FKGL (11.6), PEMAT (57% and 29%). Conclusion: Claude 2 and ChatGPT demonstrated superior readability and understandability, but practical application and patient outcomes need further exploration. This study is limited by the rapid development of these tools with newer improved models replacing the older ones. Additionally, the accuracy and clarity of AI responses is based on that of the user-generated response. The PEMAT grading rubric is also mainly used for patient information leaflets that include visual aids and may contain subjective evaluations.

STRATEGI GURU DALAM MENGATASI KESULITAN SISWA MENGKONSTRUKSIKAN RESENSI CERITA PENDEK PADA PELAJARAN BAHASA INDONESIA KELAS XI SMKN 5 DENPASAR

Reviews are made in written form and are addressed to readers who review the weaknesses and strengths of a work. However, there are still students at school who cannot review short stories well. The purpose of this research is to determine students' difficulties in constructing short story reviews and to determine the implementation of teacher strategies in improving students' skills. The research subjects were class XI students at SMK Negeri 5 Denpasar for the 2023/2024 academic year. The data collection method in this research uses tests and observation. The data obtained was analyzed through quantitative descriptive. Data analysis is carried out on each data collected, both quantitative data and qualitative data. The research results showed that students' difficulties in aspects (1) suitability of the content of short story reviews were identified as slightly difficult with an average score of 63.46; (2) the grammar of short story reviews identified little difficulty with an average score of 65.76; (3) the short story reviewer's diction sentence structure was identified as slightly difficult with an average score of 65; (4) the coherent sentence structure of short story reviews identified little difficulty with an average score of 63.07; and (5) the formation of short story review paragraphs identified little difficulty with an average score of 65.76. The solution to overcome this teacher strategy is to improve classroom management by using pop up media.

Developing a Problem-Solving Focused Presentation That Includes Student Worksheets and Video Segments

This research and development aimed to create a PowerPoint (PPT) prototype that incorporates video segments to prove targeted hypotheses. Development of the product followed a modified Luther’s model with six stages: the concept of PPT actively engaging students through problem-based learning, designing student active learning via a worksheet-based PPT, especially with inductive reasoning, collecting materials, PPT assembly supported by hypothesis proving videos with about a five-minute duration, product testing, and the distributing product for online learning. This research and development successfully developed the desired PPT prototype (in the Indonesian language) with three PPT unit samples created on the topics of chemical learning of acid and base solutions. The PPT prototype followed the worksheet structure. It begins with listing background information, obtained from short introduction paragraphs, then questioning to arrive at the investigative questions, formulating hypotheses, designing proving hypotheses, collecting data, data analysis, and confirming the claimed hypothesis validity. The prototype had very good validity for most concerned learning aspects, according to content and media experts. It was also supported by appreciation from a chemistry teacher. Good product readability was implied from the completed worksheets done by secondary school student samples who had low, average, and good levels of prerequisite knowledge related to the scientific conceptions being taught.
 Keywords: power point, problem-based learning, video segments

Irrelevant information enhances a sense of knowledge and curses our understanding of other minds.

This study shows that exposure to topic-related but irrelevant information enhances both estimates of peer knowledge and our own sense of knowledge. In Experiment 1, participants were more confident in their answers to general knowledge questions and gave higher estimates of peer knowledge when such questions were accompanied by short paragraphs containing topic-related yet nondiagnostic information than when they were not. The inflated peer knowledge estimates were independent of the classic curse of knowledge. Experiments 2, 3, 5, and 6 demonstrated that irrelevant information biases knowledge estimation via its semantic relatedness to the test questions; response latencies were measured in Experiments 5 and 6 to examine the possible role of retrieval fluency in the semantic relatedness effect. Experiment 4 attributed the bias to information content (e.g., "it is generally known that keratin is responsible"), not comments on knowledge popularity (e.g., "what is responsible is generally known"). Importantly, the effect of irrelevant information on estimates of peer knowledge was fully mediated by confidence in own knowledge in Experiments 1, 2, 4, and 5. Experiment 6 manipulated retrieval fluency and failed to find conclusive evidence for its involvement in the semantic relatedness effect. We conclude that irrelevant information boosts peer knowledge estimation through its semantic relatedness to the problem at hand, and the effect is mostly explained by a corresponding increase in the individual's own sense of knowledge. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Content Analysis of Online News Portal Coverage of Covid-19 Vactination Issues in Indonesia

Online news portal is the substantial sources of information for the public, especially regarding the COVID-19 vaccination. Reviewing emerging themes and content on online news portals can provide insight for policymakers and stakeholders to interpret the diversity of information flows. The purpose of this study is to describe the tendency of presenting news and the objectivity of reporting on the online news portal kompas.com regarding the issue of covid-19 vaccination in Indonesia. This study uses the concept of objectivity which is divided into two dimensions, namely the factual dimension and the impartial dimension. The factual dimension contains sub-dimensions of truth, informative, and relevance. The impartiality dimension consists of balance and neutrality sub-dimensions. This research uses quantitative content analysis method. The population in this study is news text articles on news portal Kompas.com from January 1 to March 31, 2021 as many as 1,961 news, with a margin of error of 8%, obtained a sample of 145 news. Based on the research results, Kompas.com presents news in hard news format using short paragraphs. In relation to the COVID-19 vaccination, Kompas.com presents a lot of news related to the implementation of the COVID-19 vaccination with the government (both central and regional) as the main resource person. Regarding objectivity, there is a clear effort from Kompas.com in producing objective news that already looks good, but the standard of objectivity must be further improved.

Temporomandibular joint pathologies: pictorial review.

In this pictorial review, an introductory paragraph emphasizes the significance of some anatomical aspects for optimal imaging of the temporomandibular joint (TMJ). The most frequent pathologies: internal derangement (ID) and osteoarthritis (OA) are comprehensively discussed and illustrated. Less common conditions: ID and OA-like changes in children and adolescents, idiopathic condylar resorption, inflammatory arthritis, and juvenile idiopathic arthritis are briefly discussed. A short paragraph on differential diagnostics in young patients is included followed by a brief comment on expansile lesions that occasionally may occur in the TMJ.

Physical Exercise and Health, 3: The Health Care Professional and Patient's Guide to Understanding What to Do, How, and Why-Part 1.

Physical activity and exercise are associated with important short- and long-term health benefits. It does not take much effort to reap these benefits; every little bit of activity counts, including activities that are performed as part of daily life. Everybody can exercise, even those with existing medical conditions, and even those with existing cardiac or orthopedic conditions; all that is necessary is to tailor the exercise to individual capacity with appropriate dos and don'ts. This article, addressed to health care professionals, their patients, and the general public, provides practical guidance on exercise, mostly in the form of points and short paragraphs, so that the reader can easily understand and assimilate what to do, how, and why. The article explains what the health benefits of exercise are; how much exercise one ideally needs to perform for optimal health outcomes; what targets to set for exercise; what effects exercise has on muscles, bones, and the heart; and how these effects are beneficial. The article offers suggestions on how to create time and opportunity for exercise, how to motivate oneself for exercise, and how to avoid boredom and discouragement. Most important of all, this article provides a detailed discussion on exercise-related risks, especially orthopedic risks, and how to avoid these risks. Protecting the knee joint from injury receives particular attention. Practical guidance on what to actually do appears in the next article in the series.

2 Reading Aloud Elicits Connected Speech and Autocorrection: a Novel Marker of Alzheimer’s Disease and Risk

Objective:Spontaneous speech involves tight coordination of a constellation of cognitive mechanisms (including planning, lexical selection, grammatical encoding, internal & external monitoring). Recent years brought a flurry of interest in detailed analysis of spontaneous speech in search of markers of prodromal Alzheimer’s disease. This work dates back to the nun studies by Snowdon et al (1996) and reveals promise for early detection through identification of subtle but significant changes in the nature of speech output years prior to diagnosis of dementia. A major challenge for neuropsychology is to develop methods to harness the potential sensitivity of language to subtle cognitive changes when testing individuals in clinical settings. In this talk I will present two lines of research that illustrate how reading aloud can be used to engage the cognitive mechanisms of spontaneous speech production in a manner that provides an easily accessible measure of Alzheimer’s disease/risk.Participants and Methods:In the first study, Spanish-English bilinguals with mild-to-moderate Alzheimer’s disease (n=20) and proficiency matched controls (n=29) read aloud mixed-language paragraphs with a small number of language-switched words, and we recorded the number of times they automatically translated switch words by accident (e.g., saying pero instead of but; effectively autocorrecting language switches to avoid producing switches overtly). In the second study, cognitively normal monolinguals at risk for AD based on CSF biomarkers (n=14) and controls (n=50) read aloud short paragraphs in which ten critical target words were replaced with autocorrect targets (e.g., The player who scored that final [paint] for the local team reported [him] experience). Participants were instructed to avoid autocorrecting (e.g., avoid saying point instead of paint or his instead of him), and we recorded the number of times they autocorrected by accident.Results:Bilinguals with AD translated switch words more often than controls, and ROC curves revealed good-to-excellent discrimination between patients and controls based solely on the number of errors produced during reading aloud (AUC or Area Under the Curve values ranged from .71-.92). In the second study, cognitively normal monolinguals with high CSF Tau/Aß42 (i.e., an AD-like biomarker profile) produced more autocorrect errors (e.g., saying point instead of paint)than those below the biomarker threshold, and autocorrection errors showed potential for discriminating individuals with higher AD risk from controls (AUC=.76; 95%CI .62-.90).Conclusions:Difficulty stopping automatic translation of language switch words and autocorrection during reading aloud reveals promise as a diagnostic tool. Reading aloud elicits rapid production of hundreds of words while maintaining tight experimental control over the content of speech and harnessing the power and complexity of language to enable detection of very subtle cognitive changes through simple analysis of critical targets. I will discuss the theoretical implications of this work for understanding how bilinguals choose a single language for production, the nature of cognitive impairments in early AD and areas of need for further research to maximize the potential utility of reading aloud for detection of cognitive impairment.

Autocorrection if→of function words in reading aloud: A novel marker of Alzheimer's risk.

The present study investigated cognitive mechanisms underlying the ability to stop "autocorrect" errors elicited by unexpected words in a read-aloud task, and the utility of autocorrection for predicting Alzheimer's disease (AD) biomarkers. Cognitively normal participants (total n = 85; n = 64 with cerebrospinal fluid [CSF] biomarkers) read aloud six short paragraphs in which 10 critical target words were replaced with autocorrect targets, for example, The player who scored that final [paint] for the local team reported [him] experience. Autocorrect targets either replaced the most expected/dominant completion (i.e., point) or a less expected/nondominant completion (i.e., basket), and within each paragraph half of the autocorrect targets were content words (e.g., point/paint) and half were function words (e.g., his/him). Participants were instructed to avoid autocorrecting. Participants produced more autocorrect errors in paragraphs with dominant than with nondominant targets, and with function than with content targets. Cognitively normal participants with high CSF Tau/Aβ42 (i.e., an AD-like biomarker profile) produced more autocorrect total errors than those below the Tau/Aβ42 threshold, an effect also significant with dominant-function targets alone (e.g., saying his instead of him). A logistic regression model with dominant-function errors and age showed errors as the stronger predictor of biomarker status (sensitivity 83%; specificity 85%). Difficulty stopping autocorrect errors is associated with biomarkers indicating preclinical AD, and reveals promise as a diagnostic tool. Greater vulnerability of function over content words to autocorrection in individuals with AD-like biomarkers implicates monitoring and attention (rather than semantic processing) in the earliest of cognitive changes associated with AD risk. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Comparing silent reading performance for single sentences and paragraphs: an eye movement-based analysis

ABSTRACT Clinical relevance Reading performance in clinical practice is commonly evaluated by reading ‘aloud’ and ‘as fast as possible’ single sentences. Assessing comprehensive silent reading performance using passages, composed of multiple sentences, is the preferred reading mode in real-life reading conditions. Background The purpose of this study was to compare eye movement-based silent reading performance for standardised short sentences and paragraphs. Methods A group of 15 young volunteers (age range: 22–36 years) read silently and comprehensively in two sessions: (a) a paragraph with continuous text and (b) standardised short sentences. Text print size was 0.4 logMAR (1.0 M at 40 cm distance). Eye movements during reading were recorded using video oculography (EyeLink II, SR Research Ltd). Data analysis included computation of reading speed, fixation duration, the number of fixations, saccadic amplitude and percentage of regressions. Moreover, frequency distributions of fixation durations were analysed with ex-Gaussian fittings. Results Repeatability coefficient in silent reading speed was found better for the paragraph (66 wpm) than for short sentences (88 wpm). The superiority in repeatability coefficient for the corresponding eye movement parameters, i.e. fixation duration (35 vs 73 ms), regressions (10.1 vs. 22.3%) and fixations per word (0.21 vs. 0.37 fpw), was even more pronounced. In addition, a statistically significant improvement with the paragraph was found in average fixation duration (19 ± 26 ms, p = 0.02), regressions (4.2 ± 7.0%, p = 0.04) and ex-Gaussian fixation parameter, τ (82 vs. 111 ms). No statistically significant difference was found between average reading speed with the paragraph (220 ± 59 wpm) and the short sentences (206 ± 57 wpm) (p = 0.11). Discussion Due to their superior repeatability, paragraphs are preferable to short sentences when evaluating silent comprehensive reading. The concurrent recording of eye movement parameters in silent reading further improves variability and could offer an efficient measure of reading performance and a reliable biomarker of visuo-motor function.

Theorie und Praxis der Literaturvermittlung. Erläuterungsreihen und Textkommentar bei Heinrich Düntzer, Albert Zipper und Georg Witkowski und ihr Nachklang bis zur Gegenwart

Theorie und Praxis der Literaturvermittlung<b>. Erläuterungsreihen und Textkommentar bei Heinrich Düntzer, Albert Zipper und Georg Witkowski und ihr Nachklang bis zur Gegenwart</b>

What makes background music distracting? Investigating the role of song lyrics using self-paced reading

ABSTRACT It has been suggested that listening to music during reading may be distracting, but the empirical results have remained inconclusive. One limitation of previous studies is that they have often had limited control over the number of lyrics present in the songs. We report 4 experiments that investigated whether song lyrics make music distracting. Participants read short paragraphs in a self-paced reading paradigm in three sound conditions: 1) silence; 2) lyrical songs at ∼150 words per minute; and 3) the instrumental version of the same songs. The results showed that listening to instrumental music either did not affect reading times or led to slightly faster reading times compared to silence. However, lyrical music led to an increase in reading times in three experiments. We conclude that instrumental music does not lead to distraction during reading. Song lyrics appear to be distracting, even if the observed distraction is quite mild.

Effects of experimentally induced self-affirmation on the openness to meat reduction and alternative protein sources.

Consumption of animals entails disregarding the pain of sentient beings, and acknowledging this can threaten an individual's image of oneself as a moral person. Also, abstaining from meat in a meat-eating culture can threaten an individual's valued group identity. Previous research on inter-group relations suggests that self-affirmation, affirmation of personally or collectively important values, can help individuals alleviate self-threats since it enhances one's global self-image and decreases threat perceptions. We tested for potential effects of self-affirmation on openness toward reducing meat consumption in an experimental study. Participants (N = 277) were randomized into an individual affirmation, group affirmation, or a control condition. Individual affirmation participants ranked a list of values and then wrote a short paragraph about their first-ranked value. Group affirmation participants did a similar task, focusing on the values of their ethnic group, while participants in the control condition had an unrelated task of ranking their color preferences. Participants then read a persuasive message presenting health risks related to meat consumption and the health benefits of reducing meat. Finally, they indicated their openness toward reducing meat consumption and acceptability of plant-based alternatives and lab-grown meat. Results show that affirmed participants expressed more readiness to reconsider their meat consumption habits, reduced perceptions of vegetarianism as a threat to the local culture, and more positive perceptions of the idea of lab-grown meat. However, self-esteem and frequency of meat consumption pose important limitations to the experimental effects. We discuss the findings from the perspective of self-and collective identity threats and the potential of self-affirmations to create a more open debate about animal product consumption.

The Effect Of Using Think Pair Share Stragey On Students’ Writing Ability In Descriptive Text At Seventh Grade Students Of Junior High School

This study examined the effect of the think-pair-share strategy on seventh grade students at the junior high school in MtsS Ashhabul Yamin, Lasi Tuo's ability to write descriptive text. The background for this study was the students' difficulties with writing when learning English. First, most of the students did not understand well how to make a short paragraph. Second, many of the students had limited of vocabulary. Third, some of the students were difficult to writing the sentences that has the correct grammar. In this study, the researcher compared two classes using a quantitative method and a quasi-experimental research design. The sample of this study were junior high school students in the seventh grade at MTsS Ashhabul Yamin, Lasi Tuo, specifically 7.6 as the experimental class with 28 students and 7.9 as the control class with 27 students. The instrument of this research was writing test. The data was analyzed by using independent sample t-test and paired sample t-test in SPSS 22. The result of the research indicated that there was significant effect of students writing ability between the students who were taught by using think pair share strategy and without using think-pair-share strategy. It can be seen from the value of sig. (2-tailed) which was smaller than the alpha value (0,000&lt;0,05). From the result of the data, it can be concluded that, using think pair share strategy gave significant effect of writing ability in descriptive text.

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An educational column by

Action Research on Discourse Analysis of ESL Foundation Year Students: A Case of L1 Arabic-speaking Students

This essay aims to present a brief qualitative account of authentic writing samples of Arabic-speaking ESL learners, looking at various cohesive discourse devices used, and at what are the elements that make them differ in their world views. The focus of this essay is written discourse, especially the use of connectors in short medical report writing exercises; brief excerpts have been taken from submissions by students currently pursuing undergraduate degrees at a Saudi university. Writing samples from short paragraphs of free writing have been analysed to understand the nature of language perception and the way English is learnt by the students. The implications of the study throw light on pedagogical practices as well as on learners’ needs. Discussion of this paper has implications for prevalent teaching practices and for areas of improvement in the students’ writing skill. Keywords: Discourse analysis; L1 Arabic speaking; ESL; writing skill; foundation year

Material Development for Arabic Writing Skills Based on International Standards l Tathwir al-Mawad al-Dirasiyyah li Maharah al-Kitabah fi Dhau’i al-Ma‘ayir al-‘Alamiyyah

The main source of language teaching is teaching materials. The important aspects in developing the language curriculum depend on these materials and their use in the language. Preparing materials must be adapted to the competencies and needs of the students. This study aimed to develop the teaching materials of arabic writing skills for the beginners levels based on intenational standards. The documents were the arabic writing materials for the beginers levels. Meanwhile, interview was conducted with the directur and teacher of Arabic language and the students of Islamic Study Programs, with an expert in the curriculum of arabic language and the material of arabic writing skills. The finding of this study were the material for writing skill of arabic language for the beginners levels which based on internationals standards. The materials teaching of the beginers levels were suitable with the levels of arabic learners which developed by the American Council on the teaching of foreign language (ACTFL). It consist the levels of arabic learning, thus are Novice, Intermediate, Advance and Superiors levels. The results of this study showed that the writing skills for the beginers levels must be started with the writtng diction, simple sentences, and short paragraphs. The results proved that materials teaching of arabic writing skills for the beginers levels is effective for Improving the students competency in arabic writing. Thus, this research suggest the students needs to be involved to solve the problem related to the Arabic language skills of students from diverse educational backgrounds.

Where You've Got to Be by Caroline Gertler

Reviewed by: Where You've Got to Be by Caroline Gertler Danica Ronquillo Gertler, Caroline Where You've Got to Be. Greenwillow, 2022 [288p] Trade ed. ISBN 9780063027053 $16.99 E-book ed. ISBN 9780063027077 $8.99 Reviewed from digital galleys R Gr. 5-8 Growing up in New York City, sixth grader Nolie feels left behind: she is not passionate like her older sister Linden, who loves ballet and receives all her parents' undivided attention, and she's not cool like her best friend Jessa, who has recently created a "self-improvement project" for Nolie that reads more like a list of undesirable chores. Overwhelmed and without any emotional outlets, Nolie impulsively steals sentimental treasures like her Grandma's compass and Jessa's crystal necklace, despite knowing how hurtful those acts might be. Nolie tries to find her way back to the right path, however, discovering an unexpected friendship from animal-loving classmate Shady Serena and learning how to stay true to herself while accepting the changes in the process. Gertler gives an authentic picture of a kid floundering in the new waters of middle school social dynamics without a lifeboat in sight. Short sentences, paragraphs, and dialogue enhance the clarity of Nolie's voice for young readers, particularly in her feelings of inadequacy and doubt, while her Jewish heritage provides historic parallels to her modern-day experiences: "If a friend wanted you to act a certain way, to change yourself, to fit into her idea of how she thinks you should be, and you did it, would that be assimilation?" This contemporary novel would pair well with Faruqi's Golden Girl (BCCB 01/22) for an exploration of conscience and coping, as it reminds readers that everyone is on their own personal journey to discover who they want to be. Copyright © 2022 The Board of Trustees of the University of Illinois

Learning the Qur'an in Improvement Faith and piety in the Kindergarten of Harapan Ibu Sungai Baung Sarolangun Regency Jambi Province

The purpose of this study is to describe how the ability to read short verses of Surah Al-Ikhlas for early childhood 5-6 years in Harapan Ibu Sungai Baung Kindergarten, Sarolangun Regency, Jambi Province, how to implement a religious center learning in Harapan Kindergarten , Ibu Sungai Baung, Sarolangun Regency and how implementation of religious center learning in improving the ability to read short verses of Surah Al-Ikhlas for early childhood in the Harapan Kindergarten of Ibu Sungai Baung, Sarolangun Regency, Jambi Province. This study uses a qualitative approach, which is a method used to find the broadest knowledge of the object of research at the time the research is carried out. The approach used in this research is descriptive research approach. The findings and analysis of the research are, 1) The ability to read short paragraphs of letters for early childhood in the Harapan Kindergarten of Ibu Sungai Baung, Sarolangun Regency 2) Learning Center for Early Childhood Religion at the Harapan Kindergarten of Ibu Sungai Baung, Sarolangun Regency. 3) Learning Center for Early Childhood Religion at Kindergerten of Harapan Ibu Sungai Baung, Sarolangun Regency In general, learning at religious centers improves the ability to read short verses of Surah al-Ikhlash in early childhood 5-6 years

WikiDes: A Wikipedia-based dataset for generating short descriptions from paragraphs

As free online encyclopedias with massive volumes of content, Wikipedia and Wikidata are key to many Natural Language Processing (NLP) tasks, such as information retrieval, knowledge base building, machine translation, text classification, and text summarization. In this paper, we introduce WikiDes, a novel dataset to generate short descriptions of Wikipedia articles for the problem of text summarization. The dataset consists of over 80k English samples on 6987 topics. We set up a two-phase summarization method — description generation (Phase I) and candidate ranking (Phase II) — as a strong approach that relies on transfer and contrastive learning. For description generation, T5 and BART show their superiority compared to other small-scale pre-trained models. By applying contrastive learning with the diverse input from beam search, the metric fusion-based ranking models outperform the direct description generation models significantly up to ≈ 22 ROUGE in topic-exclusive split and topic-independent split. Furthermore, the outcome descriptions in Phase II are supported by human evaluation in over 45.33% chosen compared to 23.66% in Phase I against the gold descriptions. In the aspect of sentiment analysis, the generated descriptions cannot effectively capture all sentiment polarities from paragraphs while doing this task better from the gold descriptions. The automatic generation of new descriptions reduces the human efforts in creating them and enriches Wikidata-based knowledge graphs. Our paper shows a practical impact on Wikipedia and Wikidata since there are thousands of missing descriptions. Finally, we expect WikiDes to be a useful dataset for related works in capturing salient information from short paragraphs. The curated dataset is publicly available at: https://github.com/declare-lab/WikiDes.