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task001_quoref_question_generation
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task001-f6940083769c462d9d01d2b90c705f94
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In 1938 Egypt, a team of archaeologists discover the tomb of pharaoh Ahkmenrah, including a young Cecil Fredericks, finding the magical Tablet of Ahkmenrah. The locals warn the group that removing the tablet will end its magic. In present-day New York City, Larry Daley remains the night guard of the American Museum of Natural History. He, Theodore Roosevelt, Sacagawea, Attila the Hun, Jedediah, Octavius, Rexy the Tyrannosaurus rex skeleton and Dexter the capuchin monkey help re-open the Hayden Planetarium. A new wax Neanderthal resembling Larry named Laaa is introduced, identifying Larry as his father. Ahkmenrah shows Larry that the tablet is corroding, which later causes the exhibits to act erratically, causing mayhem at the planetarium's reopening. Afterwards, Larry catches his son Nick, who plans on taking a gap year to sort out his life, throwing a house party.
Larry reunites with Cecil, now in retirement, who realizes the end of the tablet's magic will cause the exhibits to become lifeless. Cecil explains that Ahkmenrah's parents, Merenkahre and Shepseheret, may be able to restore the tablet's power but that they are located in the British Museum. Larry convinces the museum's curator, Dr. McPhee, to let him ship Ahkmenrah to London to restore the tablet, convinced that McPhee knows its secrets. Larry and Nick travel to the British Museum, bypassing the night guard Tilly. To Larry's surprise, Roosevelt, Sacagawea, Attila, Jed, Octavius, Dexter and Laaa have come as well, and Laaa is left to stand guard while the others search the museum, the tablet bringing its own exhibits to life.
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What is the last name of the person who reunites with Larry?
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task001_quoref_question_generation
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task001-f6940083769c462d9d01d2b90c705f94
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In 1938 Egypt, a team of archaeologists discover the tomb of pharaoh Ahkmenrah, including a young Cecil Fredericks, finding the magical Tablet of Ahkmenrah. The locals warn the group that removing the tablet will end its magic. In present-day New York City, Larry Daley remains the night guard of the American Museum of Natural History. He, Theodore Roosevelt, Sacagawea, Attila the Hun, Jedediah, Octavius, Rexy the Tyrannosaurus rex skeleton and Dexter the capuchin monkey help re-open the Hayden Planetarium. A new wax Neanderthal resembling Larry named Laaa is introduced, identifying Larry as his father. Ahkmenrah shows Larry that the tablet is corroding, which later causes the exhibits to act erratically, causing mayhem at the planetarium's reopening. Afterwards, Larry catches his son Nick, who plans on taking a gap year to sort out his life, throwing a house party.
Larry reunites with Cecil, now in retirement, who realizes the end of the tablet's magic will cause the exhibits to become lifeless. Cecil explains that Ahkmenrah's parents, Merenkahre and Shepseheret, may be able to restore the tablet's power but that they are located in the British Museum. Larry convinces the museum's curator, Dr. McPhee, to let him ship Ahkmenrah to London to restore the tablet, convinced that McPhee knows its secrets. Larry and Nick travel to the British Museum, bypassing the night guard Tilly. To Larry's surprise, Roosevelt, Sacagawea, Attila, Jed, Octavius, Dexter and Laaa have come as well, and Laaa is left to stand guard while the others search the museum, the tablet bringing its own exhibits to life.
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What is Nick's father's last name?
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task001_quoref_question_generation
|
task001-f6940083769c462d9d01d2b90c705f94
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In 1938 Egypt, a team of archaeologists discover the tomb of pharaoh Ahkmenrah, including a young Cecil Fredericks, finding the magical Tablet of Ahkmenrah. The locals warn the group that removing the tablet will end its magic. In present-day New York City, Larry Daley remains the night guard of the American Museum of Natural History. He, Theodore Roosevelt, Sacagawea, Attila the Hun, Jedediah, Octavius, Rexy the Tyrannosaurus rex skeleton and Dexter the capuchin monkey help re-open the Hayden Planetarium. A new wax Neanderthal resembling Larry named Laaa is introduced, identifying Larry as his father. Ahkmenrah shows Larry that the tablet is corroding, which later causes the exhibits to act erratically, causing mayhem at the planetarium's reopening. Afterwards, Larry catches his son Nick, who plans on taking a gap year to sort out his life, throwing a house party.
Larry reunites with Cecil, now in retirement, who realizes the end of the tablet's magic will cause the exhibits to become lifeless. Cecil explains that Ahkmenrah's parents, Merenkahre and Shepseheret, may be able to restore the tablet's power but that they are located in the British Museum. Larry convinces the museum's curator, Dr. McPhee, to let him ship Ahkmenrah to London to restore the tablet, convinced that McPhee knows its secrets. Larry and Nick travel to the British Museum, bypassing the night guard Tilly. To Larry's surprise, Roosevelt, Sacagawea, Attila, Jed, Octavius, Dexter and Laaa have come as well, and Laaa is left to stand guard while the others search the museum, the tablet bringing its own exhibits to life.
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What is the last name of the person Ahkmenrah shows the corroding tablet?
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task001_quoref_question_generation
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task001-f6940083769c462d9d01d2b90c705f94
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In 1938 Egypt, a team of archaeologists discover the tomb of pharaoh Ahkmenrah, including a young Cecil Fredericks, finding the magical Tablet of Ahkmenrah. The locals warn the group that removing the tablet will end its magic. In present-day New York City, Larry Daley remains the night guard of the American Museum of Natural History. He, Theodore Roosevelt, Sacagawea, Attila the Hun, Jedediah, Octavius, Rexy the Tyrannosaurus rex skeleton and Dexter the capuchin monkey help re-open the Hayden Planetarium. A new wax Neanderthal resembling Larry named Laaa is introduced, identifying Larry as his father. Ahkmenrah shows Larry that the tablet is corroding, which later causes the exhibits to act erratically, causing mayhem at the planetarium's reopening. Afterwards, Larry catches his son Nick, who plans on taking a gap year to sort out his life, throwing a house party.
Larry reunites with Cecil, now in retirement, who realizes the end of the tablet's magic will cause the exhibits to become lifeless. Cecil explains that Ahkmenrah's parents, Merenkahre and Shepseheret, may be able to restore the tablet's power but that they are located in the British Museum. Larry convinces the museum's curator, Dr. McPhee, to let him ship Ahkmenrah to London to restore the tablet, convinced that McPhee knows its secrets. Larry and Nick travel to the British Museum, bypassing the night guard Tilly. To Larry's surprise, Roosevelt, Sacagawea, Attila, Jed, Octavius, Dexter and Laaa have come as well, and Laaa is left to stand guard while the others search the museum, the tablet bringing its own exhibits to life.
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What is the last name of the person who catches his son throwing a house party?
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task001_quoref_question_generation
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task001-660a8b4a22f54db68c32fdab218b9a06
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In 1754, Belton was inherited by Sir John Cust, the son of previous owner Viscount Tyrconnel's widowed sister. Cust was a distinguished politician active during the politically turbulent 1760s, and his monument at Belton blames his death at the age of 51 to the "unusual fatigues of his office". His heir was created Lord Brownlow in 1776, and Belton was owned by successive Lords Brownlow for the next 200 years.In the last three decades of the 19th century the 3rd Earl Brownlow spent much time and money restoring Belton, and consequently the house entered the 20th century in a good state of repair and preservation. However, the 20th century was to present Belton and its estate with serious problems. These included the introduction of income tax and death duties which would leave the finances of the Brownlow family severely depleted.At the beginning of World War I, like many other British landowners, the 3rd Earl Brownlow offered his house and park to the Government for war service. The offer was accepted, and the largest and most drastic changes were made in the park since the time of Viscount Tyrconnel's folly building. In August 1914, the house and park were used as the assembly point for the 11th (Northern) Division before its deployment. In 1915, the home depôt and training ground of the Machine Gun Corps were established in the southern part of Belton park. The lie of the land there, where the River Witham passes between the Lower Lincolnshire Limestone and the Upper Lias mudstone, lent itself to the development of the necessary firing ranges close to good communications by way of the Great North Road and Grantham railway station on the East Coast Main Line. The depôt was closed in 1919, the site cleared and the land restored to Lord Brownlow in 1920. Little sign of the Machine Gun Corps's stay remains in the park, but plaques and inscriptions can be followed from the south gate of Belton park to the memorial gate on the way from there to the town centre and in the north aisle of Grantham parish church.Belton again saw war service during World War II. From 1942, part of the Royal Air Force Regiment was housed in Nissen huts at the park in a facility named RAF Belton Park.
The years following World War I were severely testing for the owners of many great estates. The staff both indoor and outdoor, which had previously been plentiful, essential, and cheap, were now in short supply. Millions of men had left private service to join the army, and very few returned. Female domestic staff had been called up for war service in factories, and now realised there was an easier and better paid existence outside of the gates of the great country houses.
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What was Lord Brownlow heir of?
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task001_quoref_question_generation
|
task001-660a8b4a22f54db68c32fdab218b9a06
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
|
Passage: In 1754, Belton was inherited by Sir John Cust, the son of previous owner Viscount Tyrconnel's widowed sister. Cust was a distinguished politician active during the politically turbulent 1760s, and his monument at Belton blames his death at the age of 51 to the "unusual fatigues of his office". His heir was created Lord Brownlow in 1776, and Belton was owned by successive Lords Brownlow for the next 200 years.In the last three decades of the 19th century the 3rd Earl Brownlow spent much time and money restoring Belton, and consequently the house entered the 20th century in a good state of repair and preservation. However, the 20th century was to present Belton and its estate with serious problems. These included the introduction of income tax and death duties which would leave the finances of the Brownlow family severely depleted.At the beginning of World War I, like many other British landowners, the 3rd Earl Brownlow offered his house and park to the Government for war service. The offer was accepted, and the largest and most drastic changes were made in the park since the time of Viscount Tyrconnel's folly building. In August 1914, the house and park were used as the assembly point for the 11th (Northern) Division before its deployment. In 1915, the home depôt and training ground of the Machine Gun Corps were established in the southern part of Belton park. The lie of the land there, where the River Witham passes between the Lower Lincolnshire Limestone and the Upper Lias mudstone, lent itself to the development of the necessary firing ranges close to good communications by way of the Great North Road and Grantham railway station on the East Coast Main Line. The depôt was closed in 1919, the site cleared and the land restored to Lord Brownlow in 1920. Little sign of the Machine Gun Corps's stay remains in the park, but plaques and inscriptions can be followed from the south gate of Belton park to the memorial gate on the way from there to the town centre and in the north aisle of Grantham parish church.Belton again saw war service during World War II. From 1942, part of the Royal Air Force Regiment was housed in Nissen huts at the park in a facility named RAF Belton Park.
The years following World War I were severely testing for the owners of many great estates. The staff both indoor and outdoor, which had previously been plentiful, essential, and cheap, were now in short supply. Millions of men had left private service to join the army, and very few returned. Female domestic staff had been called up for war service in factories, and now realised there was an easier and better paid existence outside of the gates of the great country houses.
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What was the full name of the person that had their heir created in 1776?
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task001_quoref_question_generation
|
task001-660a8b4a22f54db68c32fdab218b9a06
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
|
Passage: In 1754, Belton was inherited by Sir John Cust, the son of previous owner Viscount Tyrconnel's widowed sister. Cust was a distinguished politician active during the politically turbulent 1760s, and his monument at Belton blames his death at the age of 51 to the "unusual fatigues of his office". His heir was created Lord Brownlow in 1776, and Belton was owned by successive Lords Brownlow for the next 200 years.In the last three decades of the 19th century the 3rd Earl Brownlow spent much time and money restoring Belton, and consequently the house entered the 20th century in a good state of repair and preservation. However, the 20th century was to present Belton and its estate with serious problems. These included the introduction of income tax and death duties which would leave the finances of the Brownlow family severely depleted.At the beginning of World War I, like many other British landowners, the 3rd Earl Brownlow offered his house and park to the Government for war service. The offer was accepted, and the largest and most drastic changes were made in the park since the time of Viscount Tyrconnel's folly building. In August 1914, the house and park were used as the assembly point for the 11th (Northern) Division before its deployment. In 1915, the home depôt and training ground of the Machine Gun Corps were established in the southern part of Belton park. The lie of the land there, where the River Witham passes between the Lower Lincolnshire Limestone and the Upper Lias mudstone, lent itself to the development of the necessary firing ranges close to good communications by way of the Great North Road and Grantham railway station on the East Coast Main Line. The depôt was closed in 1919, the site cleared and the land restored to Lord Brownlow in 1920. Little sign of the Machine Gun Corps's stay remains in the park, but plaques and inscriptions can be followed from the south gate of Belton park to the memorial gate on the way from there to the town centre and in the north aisle of Grantham parish church.Belton again saw war service during World War II. From 1942, part of the Royal Air Force Regiment was housed in Nissen huts at the park in a facility named RAF Belton Park.
The years following World War I were severely testing for the owners of many great estates. The staff both indoor and outdoor, which had previously been plentiful, essential, and cheap, were now in short supply. Millions of men had left private service to join the army, and very few returned. Female domestic staff had been called up for war service in factories, and now realised there was an easier and better paid existence outside of the gates of the great country houses.
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What house and park was offered to the Government for war services?
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task001_quoref_question_generation
|
task001-660a8b4a22f54db68c32fdab218b9a06
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
|
Passage: In 1754, Belton was inherited by Sir John Cust, the son of previous owner Viscount Tyrconnel's widowed sister. Cust was a distinguished politician active during the politically turbulent 1760s, and his monument at Belton blames his death at the age of 51 to the "unusual fatigues of his office". His heir was created Lord Brownlow in 1776, and Belton was owned by successive Lords Brownlow for the next 200 years.In the last three decades of the 19th century the 3rd Earl Brownlow spent much time and money restoring Belton, and consequently the house entered the 20th century in a good state of repair and preservation. However, the 20th century was to present Belton and its estate with serious problems. These included the introduction of income tax and death duties which would leave the finances of the Brownlow family severely depleted.At the beginning of World War I, like many other British landowners, the 3rd Earl Brownlow offered his house and park to the Government for war service. The offer was accepted, and the largest and most drastic changes were made in the park since the time of Viscount Tyrconnel's folly building. In August 1914, the house and park were used as the assembly point for the 11th (Northern) Division before its deployment. In 1915, the home depôt and training ground of the Machine Gun Corps were established in the southern part of Belton park. The lie of the land there, where the River Witham passes between the Lower Lincolnshire Limestone and the Upper Lias mudstone, lent itself to the development of the necessary firing ranges close to good communications by way of the Great North Road and Grantham railway station on the East Coast Main Line. The depôt was closed in 1919, the site cleared and the land restored to Lord Brownlow in 1920. Little sign of the Machine Gun Corps's stay remains in the park, but plaques and inscriptions can be followed from the south gate of Belton park to the memorial gate on the way from there to the town centre and in the north aisle of Grantham parish church.Belton again saw war service during World War II. From 1942, part of the Royal Air Force Regiment was housed in Nissen huts at the park in a facility named RAF Belton Park.
The years following World War I were severely testing for the owners of many great estates. The staff both indoor and outdoor, which had previously been plentiful, essential, and cheap, were now in short supply. Millions of men had left private service to join the army, and very few returned. Female domestic staff had been called up for war service in factories, and now realised there was an easier and better paid existence outside of the gates of the great country houses.
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What river ran through Belton?
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task001_quoref_question_generation
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task001-660a8b4a22f54db68c32fdab218b9a06
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
|
Passage: In 1754, Belton was inherited by Sir John Cust, the son of previous owner Viscount Tyrconnel's widowed sister. Cust was a distinguished politician active during the politically turbulent 1760s, and his monument at Belton blames his death at the age of 51 to the "unusual fatigues of his office". His heir was created Lord Brownlow in 1776, and Belton was owned by successive Lords Brownlow for the next 200 years.In the last three decades of the 19th century the 3rd Earl Brownlow spent much time and money restoring Belton, and consequently the house entered the 20th century in a good state of repair and preservation. However, the 20th century was to present Belton and its estate with serious problems. These included the introduction of income tax and death duties which would leave the finances of the Brownlow family severely depleted.At the beginning of World War I, like many other British landowners, the 3rd Earl Brownlow offered his house and park to the Government for war service. The offer was accepted, and the largest and most drastic changes were made in the park since the time of Viscount Tyrconnel's folly building. In August 1914, the house and park were used as the assembly point for the 11th (Northern) Division before its deployment. In 1915, the home depôt and training ground of the Machine Gun Corps were established in the southern part of Belton park. The lie of the land there, where the River Witham passes between the Lower Lincolnshire Limestone and the Upper Lias mudstone, lent itself to the development of the necessary firing ranges close to good communications by way of the Great North Road and Grantham railway station on the East Coast Main Line. The depôt was closed in 1919, the site cleared and the land restored to Lord Brownlow in 1920. Little sign of the Machine Gun Corps's stay remains in the park, but plaques and inscriptions can be followed from the south gate of Belton park to the memorial gate on the way from there to the town centre and in the north aisle of Grantham parish church.Belton again saw war service during World War II. From 1942, part of the Royal Air Force Regiment was housed in Nissen huts at the park in a facility named RAF Belton Park.
The years following World War I were severely testing for the owners of many great estates. The staff both indoor and outdoor, which had previously been plentiful, essential, and cheap, were now in short supply. Millions of men had left private service to join the army, and very few returned. Female domestic staff had been called up for war service in factories, and now realised there was an easier and better paid existence outside of the gates of the great country houses.
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What was the name of the railway station that was close to the home depôt?
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task001_quoref_question_generation
|
task001-660a8b4a22f54db68c32fdab218b9a06
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
|
Passage: In 1754, Belton was inherited by Sir John Cust, the son of previous owner Viscount Tyrconnel's widowed sister. Cust was a distinguished politician active during the politically turbulent 1760s, and his monument at Belton blames his death at the age of 51 to the "unusual fatigues of his office". His heir was created Lord Brownlow in 1776, and Belton was owned by successive Lords Brownlow for the next 200 years.In the last three decades of the 19th century the 3rd Earl Brownlow spent much time and money restoring Belton, and consequently the house entered the 20th century in a good state of repair and preservation. However, the 20th century was to present Belton and its estate with serious problems. These included the introduction of income tax and death duties which would leave the finances of the Brownlow family severely depleted.At the beginning of World War I, like many other British landowners, the 3rd Earl Brownlow offered his house and park to the Government for war service. The offer was accepted, and the largest and most drastic changes were made in the park since the time of Viscount Tyrconnel's folly building. In August 1914, the house and park were used as the assembly point for the 11th (Northern) Division before its deployment. In 1915, the home depôt and training ground of the Machine Gun Corps were established in the southern part of Belton park. The lie of the land there, where the River Witham passes between the Lower Lincolnshire Limestone and the Upper Lias mudstone, lent itself to the development of the necessary firing ranges close to good communications by way of the Great North Road and Grantham railway station on the East Coast Main Line. The depôt was closed in 1919, the site cleared and the land restored to Lord Brownlow in 1920. Little sign of the Machine Gun Corps's stay remains in the park, but plaques and inscriptions can be followed from the south gate of Belton park to the memorial gate on the way from there to the town centre and in the north aisle of Grantham parish church.Belton again saw war service during World War II. From 1942, part of the Royal Air Force Regiment was housed in Nissen huts at the park in a facility named RAF Belton Park.
The years following World War I were severely testing for the owners of many great estates. The staff both indoor and outdoor, which had previously been plentiful, essential, and cheap, were now in short supply. Millions of men had left private service to join the army, and very few returned. Female domestic staff had been called up for war service in factories, and now realised there was an easier and better paid existence outside of the gates of the great country houses.
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In what year was RAF Belton Park first used?
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task001_quoref_question_generation
|
task001-660a8b4a22f54db68c32fdab218b9a06
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
|
Passage: In 1754, Belton was inherited by Sir John Cust, the son of previous owner Viscount Tyrconnel's widowed sister. Cust was a distinguished politician active during the politically turbulent 1760s, and his monument at Belton blames his death at the age of 51 to the "unusual fatigues of his office". His heir was created Lord Brownlow in 1776, and Belton was owned by successive Lords Brownlow for the next 200 years.In the last three decades of the 19th century the 3rd Earl Brownlow spent much time and money restoring Belton, and consequently the house entered the 20th century in a good state of repair and preservation. However, the 20th century was to present Belton and its estate with serious problems. These included the introduction of income tax and death duties which would leave the finances of the Brownlow family severely depleted.At the beginning of World War I, like many other British landowners, the 3rd Earl Brownlow offered his house and park to the Government for war service. The offer was accepted, and the largest and most drastic changes were made in the park since the time of Viscount Tyrconnel's folly building. In August 1914, the house and park were used as the assembly point for the 11th (Northern) Division before its deployment. In 1915, the home depôt and training ground of the Machine Gun Corps were established in the southern part of Belton park. The lie of the land there, where the River Witham passes between the Lower Lincolnshire Limestone and the Upper Lias mudstone, lent itself to the development of the necessary firing ranges close to good communications by way of the Great North Road and Grantham railway station on the East Coast Main Line. The depôt was closed in 1919, the site cleared and the land restored to Lord Brownlow in 1920. Little sign of the Machine Gun Corps's stay remains in the park, but plaques and inscriptions can be followed from the south gate of Belton park to the memorial gate on the way from there to the town centre and in the north aisle of Grantham parish church.Belton again saw war service during World War II. From 1942, part of the Royal Air Force Regiment was housed in Nissen huts at the park in a facility named RAF Belton Park.
The years following World War I were severely testing for the owners of many great estates. The staff both indoor and outdoor, which had previously been plentiful, essential, and cheap, were now in short supply. Millions of men had left private service to join the army, and very few returned. Female domestic staff had been called up for war service in factories, and now realised there was an easier and better paid existence outside of the gates of the great country houses.
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What is the full name of the person whose inherited Belton from Cust?
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task001_quoref_question_generation
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task001-660a8b4a22f54db68c32fdab218b9a06
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In 1754, Belton was inherited by Sir John Cust, the son of previous owner Viscount Tyrconnel's widowed sister. Cust was a distinguished politician active during the politically turbulent 1760s, and his monument at Belton blames his death at the age of 51 to the "unusual fatigues of his office". His heir was created Lord Brownlow in 1776, and Belton was owned by successive Lords Brownlow for the next 200 years.In the last three decades of the 19th century the 3rd Earl Brownlow spent much time and money restoring Belton, and consequently the house entered the 20th century in a good state of repair and preservation. However, the 20th century was to present Belton and its estate with serious problems. These included the introduction of income tax and death duties which would leave the finances of the Brownlow family severely depleted.At the beginning of World War I, like many other British landowners, the 3rd Earl Brownlow offered his house and park to the Government for war service. The offer was accepted, and the largest and most drastic changes were made in the park since the time of Viscount Tyrconnel's folly building. In August 1914, the house and park were used as the assembly point for the 11th (Northern) Division before its deployment. In 1915, the home depôt and training ground of the Machine Gun Corps were established in the southern part of Belton park. The lie of the land there, where the River Witham passes between the Lower Lincolnshire Limestone and the Upper Lias mudstone, lent itself to the development of the necessary firing ranges close to good communications by way of the Great North Road and Grantham railway station on the East Coast Main Line. The depôt was closed in 1919, the site cleared and the land restored to Lord Brownlow in 1920. Little sign of the Machine Gun Corps's stay remains in the park, but plaques and inscriptions can be followed from the south gate of Belton park to the memorial gate on the way from there to the town centre and in the north aisle of Grantham parish church.Belton again saw war service during World War II. From 1942, part of the Royal Air Force Regiment was housed in Nissen huts at the park in a facility named RAF Belton Park.
The years following World War I were severely testing for the owners of many great estates. The staff both indoor and outdoor, which had previously been plentiful, essential, and cheap, were now in short supply. Millions of men had left private service to join the army, and very few returned. Female domestic staff had been called up for war service in factories, and now realised there was an easier and better paid existence outside of the gates of the great country houses.
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What type of problems were presented to Belton in the 20th century?
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task001_quoref_question_generation
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task001-660a8b4a22f54db68c32fdab218b9a06
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In 1754, Belton was inherited by Sir John Cust, the son of previous owner Viscount Tyrconnel's widowed sister. Cust was a distinguished politician active during the politically turbulent 1760s, and his monument at Belton blames his death at the age of 51 to the "unusual fatigues of his office". His heir was created Lord Brownlow in 1776, and Belton was owned by successive Lords Brownlow for the next 200 years.In the last three decades of the 19th century the 3rd Earl Brownlow spent much time and money restoring Belton, and consequently the house entered the 20th century in a good state of repair and preservation. However, the 20th century was to present Belton and its estate with serious problems. These included the introduction of income tax and death duties which would leave the finances of the Brownlow family severely depleted.At the beginning of World War I, like many other British landowners, the 3rd Earl Brownlow offered his house and park to the Government for war service. The offer was accepted, and the largest and most drastic changes were made in the park since the time of Viscount Tyrconnel's folly building. In August 1914, the house and park were used as the assembly point for the 11th (Northern) Division before its deployment. In 1915, the home depôt and training ground of the Machine Gun Corps were established in the southern part of Belton park. The lie of the land there, where the River Witham passes between the Lower Lincolnshire Limestone and the Upper Lias mudstone, lent itself to the development of the necessary firing ranges close to good communications by way of the Great North Road and Grantham railway station on the East Coast Main Line. The depôt was closed in 1919, the site cleared and the land restored to Lord Brownlow in 1920. Little sign of the Machine Gun Corps's stay remains in the park, but plaques and inscriptions can be followed from the south gate of Belton park to the memorial gate on the way from there to the town centre and in the north aisle of Grantham parish church.Belton again saw war service during World War II. From 1942, part of the Royal Air Force Regiment was housed in Nissen huts at the park in a facility named RAF Belton Park.
The years following World War I were severely testing for the owners of many great estates. The staff both indoor and outdoor, which had previously been plentiful, essential, and cheap, were now in short supply. Millions of men had left private service to join the army, and very few returned. Female domestic staff had been called up for war service in factories, and now realised there was an easier and better paid existence outside of the gates of the great country houses.
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What is the name of the house the 3rd Earl Brownlow offered the Government for war service?
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task001_quoref_question_generation
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task001-660a8b4a22f54db68c32fdab218b9a06
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In 1754, Belton was inherited by Sir John Cust, the son of previous owner Viscount Tyrconnel's widowed sister. Cust was a distinguished politician active during the politically turbulent 1760s, and his monument at Belton blames his death at the age of 51 to the "unusual fatigues of his office". His heir was created Lord Brownlow in 1776, and Belton was owned by successive Lords Brownlow for the next 200 years.In the last three decades of the 19th century the 3rd Earl Brownlow spent much time and money restoring Belton, and consequently the house entered the 20th century in a good state of repair and preservation. However, the 20th century was to present Belton and its estate with serious problems. These included the introduction of income tax and death duties which would leave the finances of the Brownlow family severely depleted.At the beginning of World War I, like many other British landowners, the 3rd Earl Brownlow offered his house and park to the Government for war service. The offer was accepted, and the largest and most drastic changes were made in the park since the time of Viscount Tyrconnel's folly building. In August 1914, the house and park were used as the assembly point for the 11th (Northern) Division before its deployment. In 1915, the home depôt and training ground of the Machine Gun Corps were established in the southern part of Belton park. The lie of the land there, where the River Witham passes between the Lower Lincolnshire Limestone and the Upper Lias mudstone, lent itself to the development of the necessary firing ranges close to good communications by way of the Great North Road and Grantham railway station on the East Coast Main Line. The depôt was closed in 1919, the site cleared and the land restored to Lord Brownlow in 1920. Little sign of the Machine Gun Corps's stay remains in the park, but plaques and inscriptions can be followed from the south gate of Belton park to the memorial gate on the way from there to the town centre and in the north aisle of Grantham parish church.Belton again saw war service during World War II. From 1942, part of the Royal Air Force Regiment was housed in Nissen huts at the park in a facility named RAF Belton Park.
The years following World War I were severely testing for the owners of many great estates. The staff both indoor and outdoor, which had previously been plentiful, essential, and cheap, were now in short supply. Millions of men had left private service to join the army, and very few returned. Female domestic staff had been called up for war service in factories, and now realised there was an easier and better paid existence outside of the gates of the great country houses.
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What is the full name of the person whose father had a folly building?
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task001_quoref_question_generation
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task001-660a8b4a22f54db68c32fdab218b9a06
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In 1754, Belton was inherited by Sir John Cust, the son of previous owner Viscount Tyrconnel's widowed sister. Cust was a distinguished politician active during the politically turbulent 1760s, and his monument at Belton blames his death at the age of 51 to the "unusual fatigues of his office". His heir was created Lord Brownlow in 1776, and Belton was owned by successive Lords Brownlow for the next 200 years.In the last three decades of the 19th century the 3rd Earl Brownlow spent much time and money restoring Belton, and consequently the house entered the 20th century in a good state of repair and preservation. However, the 20th century was to present Belton and its estate with serious problems. These included the introduction of income tax and death duties which would leave the finances of the Brownlow family severely depleted.At the beginning of World War I, like many other British landowners, the 3rd Earl Brownlow offered his house and park to the Government for war service. The offer was accepted, and the largest and most drastic changes were made in the park since the time of Viscount Tyrconnel's folly building. In August 1914, the house and park were used as the assembly point for the 11th (Northern) Division before its deployment. In 1915, the home depôt and training ground of the Machine Gun Corps were established in the southern part of Belton park. The lie of the land there, where the River Witham passes between the Lower Lincolnshire Limestone and the Upper Lias mudstone, lent itself to the development of the necessary firing ranges close to good communications by way of the Great North Road and Grantham railway station on the East Coast Main Line. The depôt was closed in 1919, the site cleared and the land restored to Lord Brownlow in 1920. Little sign of the Machine Gun Corps's stay remains in the park, but plaques and inscriptions can be followed from the south gate of Belton park to the memorial gate on the way from there to the town centre and in the north aisle of Grantham parish church.Belton again saw war service during World War II. From 1942, part of the Royal Air Force Regiment was housed in Nissen huts at the park in a facility named RAF Belton Park.
The years following World War I were severely testing for the owners of many great estates. The staff both indoor and outdoor, which had previously been plentiful, essential, and cheap, were now in short supply. Millions of men had left private service to join the army, and very few returned. Female domestic staff had been called up for war service in factories, and now realised there was an easier and better paid existence outside of the gates of the great country houses.
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What house was used as the assembly point for the 11th (Northern) Division before its deployment in August 1914?
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task001_quoref_question_generation
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task001-660a8b4a22f54db68c32fdab218b9a06
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In 1754, Belton was inherited by Sir John Cust, the son of previous owner Viscount Tyrconnel's widowed sister. Cust was a distinguished politician active during the politically turbulent 1760s, and his monument at Belton blames his death at the age of 51 to the "unusual fatigues of his office". His heir was created Lord Brownlow in 1776, and Belton was owned by successive Lords Brownlow for the next 200 years.In the last three decades of the 19th century the 3rd Earl Brownlow spent much time and money restoring Belton, and consequently the house entered the 20th century in a good state of repair and preservation. However, the 20th century was to present Belton and its estate with serious problems. These included the introduction of income tax and death duties which would leave the finances of the Brownlow family severely depleted.At the beginning of World War I, like many other British landowners, the 3rd Earl Brownlow offered his house and park to the Government for war service. The offer was accepted, and the largest and most drastic changes were made in the park since the time of Viscount Tyrconnel's folly building. In August 1914, the house and park were used as the assembly point for the 11th (Northern) Division before its deployment. In 1915, the home depôt and training ground of the Machine Gun Corps were established in the southern part of Belton park. The lie of the land there, where the River Witham passes between the Lower Lincolnshire Limestone and the Upper Lias mudstone, lent itself to the development of the necessary firing ranges close to good communications by way of the Great North Road and Grantham railway station on the East Coast Main Line. The depôt was closed in 1919, the site cleared and the land restored to Lord Brownlow in 1920. Little sign of the Machine Gun Corps's stay remains in the park, but plaques and inscriptions can be followed from the south gate of Belton park to the memorial gate on the way from there to the town centre and in the north aisle of Grantham parish church.Belton again saw war service during World War II. From 1942, part of the Royal Air Force Regiment was housed in Nissen huts at the park in a facility named RAF Belton Park.
The years following World War I were severely testing for the owners of many great estates. The staff both indoor and outdoor, which had previously been plentiful, essential, and cheap, were now in short supply. Millions of men had left private service to join the army, and very few returned. Female domestic staff had been called up for war service in factories, and now realised there was an easier and better paid existence outside of the gates of the great country houses.
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What site was cleared and the land restored to Lord Brownlow in 1920?
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task001_quoref_question_generation
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task001-660a8b4a22f54db68c32fdab218b9a06
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In 1754, Belton was inherited by Sir John Cust, the son of previous owner Viscount Tyrconnel's widowed sister. Cust was a distinguished politician active during the politically turbulent 1760s, and his monument at Belton blames his death at the age of 51 to the "unusual fatigues of his office". His heir was created Lord Brownlow in 1776, and Belton was owned by successive Lords Brownlow for the next 200 years.In the last three decades of the 19th century the 3rd Earl Brownlow spent much time and money restoring Belton, and consequently the house entered the 20th century in a good state of repair and preservation. However, the 20th century was to present Belton and its estate with serious problems. These included the introduction of income tax and death duties which would leave the finances of the Brownlow family severely depleted.At the beginning of World War I, like many other British landowners, the 3rd Earl Brownlow offered his house and park to the Government for war service. The offer was accepted, and the largest and most drastic changes were made in the park since the time of Viscount Tyrconnel's folly building. In August 1914, the house and park were used as the assembly point for the 11th (Northern) Division before its deployment. In 1915, the home depôt and training ground of the Machine Gun Corps were established in the southern part of Belton park. The lie of the land there, where the River Witham passes between the Lower Lincolnshire Limestone and the Upper Lias mudstone, lent itself to the development of the necessary firing ranges close to good communications by way of the Great North Road and Grantham railway station on the East Coast Main Line. The depôt was closed in 1919, the site cleared and the land restored to Lord Brownlow in 1920. Little sign of the Machine Gun Corps's stay remains in the park, but plaques and inscriptions can be followed from the south gate of Belton park to the memorial gate on the way from there to the town centre and in the north aisle of Grantham parish church.Belton again saw war service during World War II. From 1942, part of the Royal Air Force Regiment was housed in Nissen huts at the park in a facility named RAF Belton Park.
The years following World War I were severely testing for the owners of many great estates. The staff both indoor and outdoor, which had previously been plentiful, essential, and cheap, were now in short supply. Millions of men had left private service to join the army, and very few returned. Female domestic staff had been called up for war service in factories, and now realised there was an easier and better paid existence outside of the gates of the great country houses.
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What is the name of the part of Belton again saw war service during World War II?
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task001_quoref_question_generation
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task001-660a8b4a22f54db68c32fdab218b9a06
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In 1754, Belton was inherited by Sir John Cust, the son of previous owner Viscount Tyrconnel's widowed sister. Cust was a distinguished politician active during the politically turbulent 1760s, and his monument at Belton blames his death at the age of 51 to the "unusual fatigues of his office". His heir was created Lord Brownlow in 1776, and Belton was owned by successive Lords Brownlow for the next 200 years.In the last three decades of the 19th century the 3rd Earl Brownlow spent much time and money restoring Belton, and consequently the house entered the 20th century in a good state of repair and preservation. However, the 20th century was to present Belton and its estate with serious problems. These included the introduction of income tax and death duties which would leave the finances of the Brownlow family severely depleted.At the beginning of World War I, like many other British landowners, the 3rd Earl Brownlow offered his house and park to the Government for war service. The offer was accepted, and the largest and most drastic changes were made in the park since the time of Viscount Tyrconnel's folly building. In August 1914, the house and park were used as the assembly point for the 11th (Northern) Division before its deployment. In 1915, the home depôt and training ground of the Machine Gun Corps were established in the southern part of Belton park. The lie of the land there, where the River Witham passes between the Lower Lincolnshire Limestone and the Upper Lias mudstone, lent itself to the development of the necessary firing ranges close to good communications by way of the Great North Road and Grantham railway station on the East Coast Main Line. The depôt was closed in 1919, the site cleared and the land restored to Lord Brownlow in 1920. Little sign of the Machine Gun Corps's stay remains in the park, but plaques and inscriptions can be followed from the south gate of Belton park to the memorial gate on the way from there to the town centre and in the north aisle of Grantham parish church.Belton again saw war service during World War II. From 1942, part of the Royal Air Force Regiment was housed in Nissen huts at the park in a facility named RAF Belton Park.
The years following World War I were severely testing for the owners of many great estates. The staff both indoor and outdoor, which had previously been plentiful, essential, and cheap, were now in short supply. Millions of men had left private service to join the army, and very few returned. Female domestic staff had been called up for war service in factories, and now realised there was an easier and better paid existence outside of the gates of the great country houses.
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What is the last name of the person whose heir was created Lord Brownlow in 1776?
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task001_quoref_question_generation
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task001-660a8b4a22f54db68c32fdab218b9a06
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In 1754, Belton was inherited by Sir John Cust, the son of previous owner Viscount Tyrconnel's widowed sister. Cust was a distinguished politician active during the politically turbulent 1760s, and his monument at Belton blames his death at the age of 51 to the "unusual fatigues of his office". His heir was created Lord Brownlow in 1776, and Belton was owned by successive Lords Brownlow for the next 200 years.In the last three decades of the 19th century the 3rd Earl Brownlow spent much time and money restoring Belton, and consequently the house entered the 20th century in a good state of repair and preservation. However, the 20th century was to present Belton and its estate with serious problems. These included the introduction of income tax and death duties which would leave the finances of the Brownlow family severely depleted.At the beginning of World War I, like many other British landowners, the 3rd Earl Brownlow offered his house and park to the Government for war service. The offer was accepted, and the largest and most drastic changes were made in the park since the time of Viscount Tyrconnel's folly building. In August 1914, the house and park were used as the assembly point for the 11th (Northern) Division before its deployment. In 1915, the home depôt and training ground of the Machine Gun Corps were established in the southern part of Belton park. The lie of the land there, where the River Witham passes between the Lower Lincolnshire Limestone and the Upper Lias mudstone, lent itself to the development of the necessary firing ranges close to good communications by way of the Great North Road and Grantham railway station on the East Coast Main Line. The depôt was closed in 1919, the site cleared and the land restored to Lord Brownlow in 1920. Little sign of the Machine Gun Corps's stay remains in the park, but plaques and inscriptions can be followed from the south gate of Belton park to the memorial gate on the way from there to the town centre and in the north aisle of Grantham parish church.Belton again saw war service during World War II. From 1942, part of the Royal Air Force Regiment was housed in Nissen huts at the park in a facility named RAF Belton Park.
The years following World War I were severely testing for the owners of many great estates. The staff both indoor and outdoor, which had previously been plentiful, essential, and cheap, were now in short supply. Millions of men had left private service to join the army, and very few returned. Female domestic staff had been called up for war service in factories, and now realised there was an easier and better paid existence outside of the gates of the great country houses.
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What is the last name of the person whose monument at Belton blames his death to the "unusual fatigues of his office"?
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task001_quoref_question_generation
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task001-660a8b4a22f54db68c32fdab218b9a06
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In 1754, Belton was inherited by Sir John Cust, the son of previous owner Viscount Tyrconnel's widowed sister. Cust was a distinguished politician active during the politically turbulent 1760s, and his monument at Belton blames his death at the age of 51 to the "unusual fatigues of his office". His heir was created Lord Brownlow in 1776, and Belton was owned by successive Lords Brownlow for the next 200 years.In the last three decades of the 19th century the 3rd Earl Brownlow spent much time and money restoring Belton, and consequently the house entered the 20th century in a good state of repair and preservation. However, the 20th century was to present Belton and its estate with serious problems. These included the introduction of income tax and death duties which would leave the finances of the Brownlow family severely depleted.At the beginning of World War I, like many other British landowners, the 3rd Earl Brownlow offered his house and park to the Government for war service. The offer was accepted, and the largest and most drastic changes were made in the park since the time of Viscount Tyrconnel's folly building. In August 1914, the house and park were used as the assembly point for the 11th (Northern) Division before its deployment. In 1915, the home depôt and training ground of the Machine Gun Corps were established in the southern part of Belton park. The lie of the land there, where the River Witham passes between the Lower Lincolnshire Limestone and the Upper Lias mudstone, lent itself to the development of the necessary firing ranges close to good communications by way of the Great North Road and Grantham railway station on the East Coast Main Line. The depôt was closed in 1919, the site cleared and the land restored to Lord Brownlow in 1920. Little sign of the Machine Gun Corps's stay remains in the park, but plaques and inscriptions can be followed from the south gate of Belton park to the memorial gate on the way from there to the town centre and in the north aisle of Grantham parish church.Belton again saw war service during World War II. From 1942, part of the Royal Air Force Regiment was housed in Nissen huts at the park in a facility named RAF Belton Park.
The years following World War I were severely testing for the owners of many great estates. The staff both indoor and outdoor, which had previously been plentiful, essential, and cheap, were now in short supply. Millions of men had left private service to join the army, and very few returned. Female domestic staff had been called up for war service in factories, and now realised there was an easier and better paid existence outside of the gates of the great country houses.
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What is the last name of the person whose monument says they died at 51?
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task001_quoref_question_generation
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task001-da3e11cfd7a149f69796341c4d040cec
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Norman Pitkin is the apprentice to Mr Grimsdale an old fashioned butcher. When the store is raided by a young thug, Mr Grimsdale (at Norman's suggestion) puts his gold watch in his mouth for safe keeping. The result of which leads to Mr Grimsdale accidentally swallowing the watch and sent to hospital. Whilst visiting Mr Grimsdale, Norman (in his usual way) accidentally causes chaos around the hospital and meets a girl called Lindy who hasn't spoken since her parents were killed in an aeroplane accident. After Norman is unable to visit Lindy as he is banned from hospital he and Mr. Grimsdale join the St. John Ambulance Brigade which gives him the excuse to visit her, as the usual chaos ensues. In the end Lindy visits him at a charity ball where the St. John Ambulance Brigade Band are performing. The ball descends into the inevitable shambles, caused entirely by Norman. However, Norman redeems himself (and the reputation of the Brigade) as he addresses those attending the ball and everyone donates money for the charity.
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What is the full name of the person who is banned from the hospital?
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task001_quoref_question_generation
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task001-da3e11cfd7a149f69796341c4d040cec
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Norman Pitkin is the apprentice to Mr Grimsdale an old fashioned butcher. When the store is raided by a young thug, Mr Grimsdale (at Norman's suggestion) puts his gold watch in his mouth for safe keeping. The result of which leads to Mr Grimsdale accidentally swallowing the watch and sent to hospital. Whilst visiting Mr Grimsdale, Norman (in his usual way) accidentally causes chaos around the hospital and meets a girl called Lindy who hasn't spoken since her parents were killed in an aeroplane accident. After Norman is unable to visit Lindy as he is banned from hospital he and Mr. Grimsdale join the St. John Ambulance Brigade which gives him the excuse to visit her, as the usual chaos ensues. In the end Lindy visits him at a charity ball where the St. John Ambulance Brigade Band are performing. The ball descends into the inevitable shambles, caused entirely by Norman. However, Norman redeems himself (and the reputation of the Brigade) as he addresses those attending the ball and everyone donates money for the charity.
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What is the full name of the person who dresses those attending the ball?
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task001_quoref_question_generation
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task001-da3e11cfd7a149f69796341c4d040cec
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Norman Pitkin is the apprentice to Mr Grimsdale an old fashioned butcher. When the store is raided by a young thug, Mr Grimsdale (at Norman's suggestion) puts his gold watch in his mouth for safe keeping. The result of which leads to Mr Grimsdale accidentally swallowing the watch and sent to hospital. Whilst visiting Mr Grimsdale, Norman (in his usual way) accidentally causes chaos around the hospital and meets a girl called Lindy who hasn't spoken since her parents were killed in an aeroplane accident. After Norman is unable to visit Lindy as he is banned from hospital he and Mr. Grimsdale join the St. John Ambulance Brigade which gives him the excuse to visit her, as the usual chaos ensues. In the end Lindy visits him at a charity ball where the St. John Ambulance Brigade Band are performing. The ball descends into the inevitable shambles, caused entirely by Norman. However, Norman redeems himself (and the reputation of the Brigade) as he addresses those attending the ball and everyone donates money for the charity.
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What is the first name of the person who joins the St. John Ambulance Brigade along with Mr. Grimsdale?
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task001_quoref_question_generation
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task001-da3e11cfd7a149f69796341c4d040cec
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Norman Pitkin is the apprentice to Mr Grimsdale an old fashioned butcher. When the store is raided by a young thug, Mr Grimsdale (at Norman's suggestion) puts his gold watch in his mouth for safe keeping. The result of which leads to Mr Grimsdale accidentally swallowing the watch and sent to hospital. Whilst visiting Mr Grimsdale, Norman (in his usual way) accidentally causes chaos around the hospital and meets a girl called Lindy who hasn't spoken since her parents were killed in an aeroplane accident. After Norman is unable to visit Lindy as he is banned from hospital he and Mr. Grimsdale join the St. John Ambulance Brigade which gives him the excuse to visit her, as the usual chaos ensues. In the end Lindy visits him at a charity ball where the St. John Ambulance Brigade Band are performing. The ball descends into the inevitable shambles, caused entirely by Norman. However, Norman redeems himself (and the reputation of the Brigade) as he addresses those attending the ball and everyone donates money for the charity.
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What is the full name of the person who is visited at a charity ball?
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task001_quoref_question_generation
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task001-2aaee7b02292474f9d8824dbccbe1561
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Hillsboro () is the fifth-largest city in the State of Oregon and is the county seat of Washington County. Lying in the Tualatin Valley on the west side of the Portland metropolitan area, the city hosts many high-technology companies, such as Intel, that comprise what has become known as the Silicon Forest. At the 2010 Census, the city's population was 91,611.For thousands of years before the arrival of European-American settlers, the Atfalati tribe of the Kalapuya lived in the Tualatin Valley near the later site of Hillsboro. The climate, moderated by the Pacific Ocean, helped make the region suitable for fishing, hunting, food gathering, and agriculture. Settlers founded a community here in 1842, later named after David Hill, an Oregon politician. Transportation by riverboat on the Tualatin River was part of Hillsboro's settler economy. A railroad reached the area in the early 1870s and an interurban electric railway about four decades later. These railways, as well as highways, aided the slow growth of the city to about 2,000 people by 1910 and about 5,000 by 1950, before the arrival of high-tech companies in the 1980s.
Hillsboro has a council–manager government consisting of a city manager and a city council headed by a mayor. In addition to high-tech industry, sectors important to Hillsboro's economy are health care, retail sales, and agriculture, including grapes and wineries. The city operates more than twenty parks and the mixed-use Hillsboro Stadium, and ten sites in the city are listed on the National Register of Historic Places (NRHP). Modes of transportation include private vehicles, public buses and light rail, and aircraft using the Hillsboro Airport. The city is home to Pacific University's Health Professions Campus. Notable residents include two Oregon governors.
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What is on the east side of Hillsboro?
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task001_quoref_question_generation
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task001-2aaee7b02292474f9d8824dbccbe1561
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Hillsboro () is the fifth-largest city in the State of Oregon and is the county seat of Washington County. Lying in the Tualatin Valley on the west side of the Portland metropolitan area, the city hosts many high-technology companies, such as Intel, that comprise what has become known as the Silicon Forest. At the 2010 Census, the city's population was 91,611.For thousands of years before the arrival of European-American settlers, the Atfalati tribe of the Kalapuya lived in the Tualatin Valley near the later site of Hillsboro. The climate, moderated by the Pacific Ocean, helped make the region suitable for fishing, hunting, food gathering, and agriculture. Settlers founded a community here in 1842, later named after David Hill, an Oregon politician. Transportation by riverboat on the Tualatin River was part of Hillsboro's settler economy. A railroad reached the area in the early 1870s and an interurban electric railway about four decades later. These railways, as well as highways, aided the slow growth of the city to about 2,000 people by 1910 and about 5,000 by 1950, before the arrival of high-tech companies in the 1980s.
Hillsboro has a council–manager government consisting of a city manager and a city council headed by a mayor. In addition to high-tech industry, sectors important to Hillsboro's economy are health care, retail sales, and agriculture, including grapes and wineries. The city operates more than twenty parks and the mixed-use Hillsboro Stadium, and ten sites in the city are listed on the National Register of Historic Places (NRHP). Modes of transportation include private vehicles, public buses and light rail, and aircraft using the Hillsboro Airport. The city is home to Pacific University's Health Professions Campus. Notable residents include two Oregon governors.
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What city is Intel located in?
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task001_quoref_question_generation
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task001-2aaee7b02292474f9d8824dbccbe1561
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Hillsboro () is the fifth-largest city in the State of Oregon and is the county seat of Washington County. Lying in the Tualatin Valley on the west side of the Portland metropolitan area, the city hosts many high-technology companies, such as Intel, that comprise what has become known as the Silicon Forest. At the 2010 Census, the city's population was 91,611.For thousands of years before the arrival of European-American settlers, the Atfalati tribe of the Kalapuya lived in the Tualatin Valley near the later site of Hillsboro. The climate, moderated by the Pacific Ocean, helped make the region suitable for fishing, hunting, food gathering, and agriculture. Settlers founded a community here in 1842, later named after David Hill, an Oregon politician. Transportation by riverboat on the Tualatin River was part of Hillsboro's settler economy. A railroad reached the area in the early 1870s and an interurban electric railway about four decades later. These railways, as well as highways, aided the slow growth of the city to about 2,000 people by 1910 and about 5,000 by 1950, before the arrival of high-tech companies in the 1980s.
Hillsboro has a council–manager government consisting of a city manager and a city council headed by a mayor. In addition to high-tech industry, sectors important to Hillsboro's economy are health care, retail sales, and agriculture, including grapes and wineries. The city operates more than twenty parks and the mixed-use Hillsboro Stadium, and ten sites in the city are listed on the National Register of Historic Places (NRHP). Modes of transportation include private vehicles, public buses and light rail, and aircraft using the Hillsboro Airport. The city is home to Pacific University's Health Professions Campus. Notable residents include two Oregon governors.
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What city was named after David?
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task001_quoref_question_generation
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task001-fc4e2ba56b2d4d1898c63ddcea1b550f
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Bobby, who lives on a farm in an unspecified area of Nebraska with his mother, Glenna, and grandfather (Charles Napier), is a typical eight-year-old boy with an overactive imagination. Often receiving punishment for his make-believe adventures, Bobby believes his imagination to be a negative trait. When Bobby's grandfather falls and breaks his arm due to an approaching storm, Bobby is left on the farm alone while his mother accompanies his grandfather to the hospital.
During this storm, a "vortex in time" is created and deposits "Captain" Jezebel Jack, a self-centered pirate who was forced to walk the plank on his own ship and sent into the vortex. Jack awakes in a field of wheat, where he finds Bobby, who tends to his wounds after he loses consciousness again.
While adapting to the advances of modern technology (such as a television), Jack is told of an old buried treasure map by Bobby, and demands they follow the map. Bobby explains that his grandfather explained to him the story, and that the map is written in some unknown code. Jack says that the map is in "Adventurer's Code", in which he is fluent. The two immediately begin to follow the map, and quickly find the treasure buried under an old tool shed.
Shortly after uncovering the treasure, another vortex in time is opened, and the rest of Jack's mutinied crew is deposited. The crew quickly learn of the treasure, and open attack on Jack and Bobby, who are forced to defend the house and the treasure. After Bobby, who has by now become close friends with Jack, is captured and held in ransom, Jack is forced to hand over what is believed to be the treasure. The boy is released, but Jack is forced to stay with the crew, who are teleported back to their native time.
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What people follow a treasure map that one of them decoded?
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task001_quoref_question_generation
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task001-fc4e2ba56b2d4d1898c63ddcea1b550f
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Bobby, who lives on a farm in an unspecified area of Nebraska with his mother, Glenna, and grandfather (Charles Napier), is a typical eight-year-old boy with an overactive imagination. Often receiving punishment for his make-believe adventures, Bobby believes his imagination to be a negative trait. When Bobby's grandfather falls and breaks his arm due to an approaching storm, Bobby is left on the farm alone while his mother accompanies his grandfather to the hospital.
During this storm, a "vortex in time" is created and deposits "Captain" Jezebel Jack, a self-centered pirate who was forced to walk the plank on his own ship and sent into the vortex. Jack awakes in a field of wheat, where he finds Bobby, who tends to his wounds after he loses consciousness again.
While adapting to the advances of modern technology (such as a television), Jack is told of an old buried treasure map by Bobby, and demands they follow the map. Bobby explains that his grandfather explained to him the story, and that the map is written in some unknown code. Jack says that the map is in "Adventurer's Code", in which he is fluent. The two immediately begin to follow the map, and quickly find the treasure buried under an old tool shed.
Shortly after uncovering the treasure, another vortex in time is opened, and the rest of Jack's mutinied crew is deposited. The crew quickly learn of the treasure, and open attack on Jack and Bobby, who are forced to defend the house and the treasure. After Bobby, who has by now become close friends with Jack, is captured and held in ransom, Jack is forced to hand over what is believed to be the treasure. The boy is released, but Jack is forced to stay with the crew, who are teleported back to their native time.
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Who came through the second vortex in time following the captain who came through the first?
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task001_quoref_question_generation
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task001-fc4e2ba56b2d4d1898c63ddcea1b550f
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Bobby, who lives on a farm in an unspecified area of Nebraska with his mother, Glenna, and grandfather (Charles Napier), is a typical eight-year-old boy with an overactive imagination. Often receiving punishment for his make-believe adventures, Bobby believes his imagination to be a negative trait. When Bobby's grandfather falls and breaks his arm due to an approaching storm, Bobby is left on the farm alone while his mother accompanies his grandfather to the hospital.
During this storm, a "vortex in time" is created and deposits "Captain" Jezebel Jack, a self-centered pirate who was forced to walk the plank on his own ship and sent into the vortex. Jack awakes in a field of wheat, where he finds Bobby, who tends to his wounds after he loses consciousness again.
While adapting to the advances of modern technology (such as a television), Jack is told of an old buried treasure map by Bobby, and demands they follow the map. Bobby explains that his grandfather explained to him the story, and that the map is written in some unknown code. Jack says that the map is in "Adventurer's Code", in which he is fluent. The two immediately begin to follow the map, and quickly find the treasure buried under an old tool shed.
Shortly after uncovering the treasure, another vortex in time is opened, and the rest of Jack's mutinied crew is deposited. The crew quickly learn of the treasure, and open attack on Jack and Bobby, who are forced to defend the house and the treasure. After Bobby, who has by now become close friends with Jack, is captured and held in ransom, Jack is forced to hand over what is believed to be the treasure. The boy is released, but Jack is forced to stay with the crew, who are teleported back to their native time.
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After his friend is released, who is stuck with the mutinied crew members?
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task001_quoref_question_generation
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task001-fc4e2ba56b2d4d1898c63ddcea1b550f
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Bobby, who lives on a farm in an unspecified area of Nebraska with his mother, Glenna, and grandfather (Charles Napier), is a typical eight-year-old boy with an overactive imagination. Often receiving punishment for his make-believe adventures, Bobby believes his imagination to be a negative trait. When Bobby's grandfather falls and breaks his arm due to an approaching storm, Bobby is left on the farm alone while his mother accompanies his grandfather to the hospital.
During this storm, a "vortex in time" is created and deposits "Captain" Jezebel Jack, a self-centered pirate who was forced to walk the plank on his own ship and sent into the vortex. Jack awakes in a field of wheat, where he finds Bobby, who tends to his wounds after he loses consciousness again.
While adapting to the advances of modern technology (such as a television), Jack is told of an old buried treasure map by Bobby, and demands they follow the map. Bobby explains that his grandfather explained to him the story, and that the map is written in some unknown code. Jack says that the map is in "Adventurer's Code", in which he is fluent. The two immediately begin to follow the map, and quickly find the treasure buried under an old tool shed.
Shortly after uncovering the treasure, another vortex in time is opened, and the rest of Jack's mutinied crew is deposited. The crew quickly learn of the treasure, and open attack on Jack and Bobby, who are forced to defend the house and the treasure. After Bobby, who has by now become close friends with Jack, is captured and held in ransom, Jack is forced to hand over what is believed to be the treasure. The boy is released, but Jack is forced to stay with the crew, who are teleported back to their native time.
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What's the name of the woman who leaves her eight-year-old alone on a farm?
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task001_quoref_question_generation
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task001-fc4e2ba56b2d4d1898c63ddcea1b550f
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Bobby, who lives on a farm in an unspecified area of Nebraska with his mother, Glenna, and grandfather (Charles Napier), is a typical eight-year-old boy with an overactive imagination. Often receiving punishment for his make-believe adventures, Bobby believes his imagination to be a negative trait. When Bobby's grandfather falls and breaks his arm due to an approaching storm, Bobby is left on the farm alone while his mother accompanies his grandfather to the hospital.
During this storm, a "vortex in time" is created and deposits "Captain" Jezebel Jack, a self-centered pirate who was forced to walk the plank on his own ship and sent into the vortex. Jack awakes in a field of wheat, where he finds Bobby, who tends to his wounds after he loses consciousness again.
While adapting to the advances of modern technology (such as a television), Jack is told of an old buried treasure map by Bobby, and demands they follow the map. Bobby explains that his grandfather explained to him the story, and that the map is written in some unknown code. Jack says that the map is in "Adventurer's Code", in which he is fluent. The two immediately begin to follow the map, and quickly find the treasure buried under an old tool shed.
Shortly after uncovering the treasure, another vortex in time is opened, and the rest of Jack's mutinied crew is deposited. The crew quickly learn of the treasure, and open attack on Jack and Bobby, who are forced to defend the house and the treasure. After Bobby, who has by now become close friends with Jack, is captured and held in ransom, Jack is forced to hand over what is believed to be the treasure. The boy is released, but Jack is forced to stay with the crew, who are teleported back to their native time.
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Who acts as the man who breaks his arm?
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task001_quoref_question_generation
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task001-6901f2e583264e1d976d18b13b208643
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Romance was released internationally on 19 November 1991, and sold over 400,000 copies in its first 10 days. In Mexico it was certified octuple platinum by the Asociación Mexicana de Productores de Fonogramas y Videogramas (AMPROFON) for shipping two million copies, the country's all-time third-bestselling album (only Juan Gabriel and José José has sold more copies with Recuerdos, Vol. II and 20 Triunfadoras respectively). In the United States, Romance debuted at number ten on the Billboard Latin Pop Albums chart for the week of 14 December 1991, and reached number one four weeks later. The record topped the chart for 32 consecutive weeks when it was displaced by Jon Secada's eponymous album on the week of 22 August 1992, ending 1992 and 1993 as the bestselling Latin pop album of the year in the country. It was the first record by a Spanish-speaking artist to be certified gold in Brazil and Taiwan, and the first gold certification by a non-crossover Latin artist in the United States (later certified platinum in the U.S. by the RIAA for shipments of one million copies). In South America, Romance was certified platinum in Colombia and Venezuela, gold in Paraguay and double platinum in Peru. In Argentina the album was certified 16× platinum for sales of over one million copies, the bestselling record by a non-Argentine artist. It received a diamond award from the Argentine Chamber of Phonograms and Videograms Producers (CAPIF), and was certified quadruple platinum in Chile and double platinum in Spain. As of 2013, Romance had sold over seven million copies worldwide and is Miguel's bestselling record.
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What is the name of the Spanish-speaking artist whose record was the first to be certified gold in Brazil and Taiwan?
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task001_quoref_question_generation
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task001-6901f2e583264e1d976d18b13b208643
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Romance was released internationally on 19 November 1991, and sold over 400,000 copies in its first 10 days. In Mexico it was certified octuple platinum by the Asociación Mexicana de Productores de Fonogramas y Videogramas (AMPROFON) for shipping two million copies, the country's all-time third-bestselling album (only Juan Gabriel and José José has sold more copies with Recuerdos, Vol. II and 20 Triunfadoras respectively). In the United States, Romance debuted at number ten on the Billboard Latin Pop Albums chart for the week of 14 December 1991, and reached number one four weeks later. The record topped the chart for 32 consecutive weeks when it was displaced by Jon Secada's eponymous album on the week of 22 August 1992, ending 1992 and 1993 as the bestselling Latin pop album of the year in the country. It was the first record by a Spanish-speaking artist to be certified gold in Brazil and Taiwan, and the first gold certification by a non-crossover Latin artist in the United States (later certified platinum in the U.S. by the RIAA for shipments of one million copies). In South America, Romance was certified platinum in Colombia and Venezuela, gold in Paraguay and double platinum in Peru. In Argentina the album was certified 16× platinum for sales of over one million copies, the bestselling record by a non-Argentine artist. It received a diamond award from the Argentine Chamber of Phonograms and Videograms Producers (CAPIF), and was certified quadruple platinum in Chile and double platinum in Spain. As of 2013, Romance had sold over seven million copies worldwide and is Miguel's bestselling record.
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What was the name of the album by José José?
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task001_quoref_question_generation
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task001-6901f2e583264e1d976d18b13b208643
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Romance was released internationally on 19 November 1991, and sold over 400,000 copies in its first 10 days. In Mexico it was certified octuple platinum by the Asociación Mexicana de Productores de Fonogramas y Videogramas (AMPROFON) for shipping two million copies, the country's all-time third-bestselling album (only Juan Gabriel and José José has sold more copies with Recuerdos, Vol. II and 20 Triunfadoras respectively). In the United States, Romance debuted at number ten on the Billboard Latin Pop Albums chart for the week of 14 December 1991, and reached number one four weeks later. The record topped the chart for 32 consecutive weeks when it was displaced by Jon Secada's eponymous album on the week of 22 August 1992, ending 1992 and 1993 as the bestselling Latin pop album of the year in the country. It was the first record by a Spanish-speaking artist to be certified gold in Brazil and Taiwan, and the first gold certification by a non-crossover Latin artist in the United States (later certified platinum in the U.S. by the RIAA for shipments of one million copies). In South America, Romance was certified platinum in Colombia and Venezuela, gold in Paraguay and double platinum in Peru. In Argentina the album was certified 16× platinum for sales of over one million copies, the bestselling record by a non-Argentine artist. It received a diamond award from the Argentine Chamber of Phonograms and Videograms Producers (CAPIF), and was certified quadruple platinum in Chile and double platinum in Spain. As of 2013, Romance had sold over seven million copies worldwide and is Miguel's bestselling record.
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What was the acronym for the organization that gave Romance a diamond award?
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task001_quoref_question_generation
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task001-01817e5cae454fca909e2c1b31a83a30
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: English jeweller and naturalist William Bullock and his son travelled to Mexico soon after its independence, spending six months in 1823 collecting archeological artifacts and many bird and fish species new to science. The bird specimens were given to naturalist William John Swainson, their countryman, to formally describe, which he did in 1827. Among these was the red warbler, which was assigned to the genus Setophaga, as Setophaga rubra. Over the next half century, other authorities moved it to Cardellina, with the red-faced warbler, and to the widespread tropical warbler genus Basileuterus, as well as to the Old World warbler genus Sylvia and the Old World tit genus Parus. In 1873, English naturalists Philip Lutley Sclater and Osbert Salvin moved the species to the genus Ergaticus, where it remained for more than a century.The red warbler forms a superspecies with the pink-headed warbler of Chiapas and Guatemala. Despite their disjunct ranges and considerably different plumages, the two have sometimes been considered conspecific. Conversely, it has also been suggested that the red warbler should be split into a northern gray-eared species (C. melanauris) and a southern white-eared species (C. rubra). A comprehensive 2010 paper by Irby Lovette and colleagues analysing mitochondrial and nuclear DNA of the New World warblers found that the red and pink-headed warblers are each others' closest relative and that their common ancestor diverged from a lineage that gave rise to the red-faced warbler. The authors recommended moving the red and pink-headed warblers to the genus Cardellina, a suggestion which has been adopted by the International Ornithologists' Union (IOC).There are three subspecies, which differ slightly in appearance:
C. r. rubra, described by Swainson in 1827, has white ear patches and is found from southern Jalisco and southern Hidalgo to Oaxaca.
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What is the last name of the person who formally described bird specimens in 1827?
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task001_quoref_question_generation
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task001-01817e5cae454fca909e2c1b31a83a30
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: English jeweller and naturalist William Bullock and his son travelled to Mexico soon after its independence, spending six months in 1823 collecting archeological artifacts and many bird and fish species new to science. The bird specimens were given to naturalist William John Swainson, their countryman, to formally describe, which he did in 1827. Among these was the red warbler, which was assigned to the genus Setophaga, as Setophaga rubra. Over the next half century, other authorities moved it to Cardellina, with the red-faced warbler, and to the widespread tropical warbler genus Basileuterus, as well as to the Old World warbler genus Sylvia and the Old World tit genus Parus. In 1873, English naturalists Philip Lutley Sclater and Osbert Salvin moved the species to the genus Ergaticus, where it remained for more than a century.The red warbler forms a superspecies with the pink-headed warbler of Chiapas and Guatemala. Despite their disjunct ranges and considerably different plumages, the two have sometimes been considered conspecific. Conversely, it has also been suggested that the red warbler should be split into a northern gray-eared species (C. melanauris) and a southern white-eared species (C. rubra). A comprehensive 2010 paper by Irby Lovette and colleagues analysing mitochondrial and nuclear DNA of the New World warblers found that the red and pink-headed warblers are each others' closest relative and that their common ancestor diverged from a lineage that gave rise to the red-faced warbler. The authors recommended moving the red and pink-headed warblers to the genus Cardellina, a suggestion which has been adopted by the International Ornithologists' Union (IOC).There are three subspecies, which differ slightly in appearance:
C. r. rubra, described by Swainson in 1827, has white ear patches and is found from southern Jalisco and southern Hidalgo to Oaxaca.
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What is the full name of the person who, along with their colleagues, recommended moving the red and pink-headed warblers to the genus Cardellina?
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task001_quoref_question_generation
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task001-ee6ff97ce5f34ceea810d22e15aa599d
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Henry Altmann is stuck in Brooklyn traffic while on his way to a doctor's appointment. His car is suddenly struck by a taxi, which propels him into a rage which he unleashes upon the taxi driver. Henry goes to the Brooklyn hospital, where Dr. Sharon Gill is covering for his usual doctor, with whom she is having an affair. After examining scans of his brain, Sharon informs Henry that he has a brain aneurysm and his outlook is bad. Henry erupts, throwing insults at Sharon and demanding that she tell him how long he has to live. She tries to dodge the question, but Henry is persistent. Panicking, Sharon tells him that he will die in ninety minutes. Henry leaves the hospital in a rage.
Sharon talks with another doctor and realizes the consequences of her actions; she will surely be fired and lose her license. Sharon resolves to find Henry and put him into immediate care. Henry arrives at the family law firm of Altmann, and storms into a meeting between his brother Aaron and several older clients. He asks what a hypothetical client with only ninety minutes to live should do, they reply that the client should make love to his wife one last time. Henry then decides to run home to see his estranged wife, Bette, only to find that she is having an affair with their neighbor. Meanwhile, Sharon learns Henry's case is serious enough that he could potentially die at any minute.
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What is the full name of the person who could potentially die at any minute?
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task001_quoref_question_generation
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task001-ee6ff97ce5f34ceea810d22e15aa599d
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Henry Altmann is stuck in Brooklyn traffic while on his way to a doctor's appointment. His car is suddenly struck by a taxi, which propels him into a rage which he unleashes upon the taxi driver. Henry goes to the Brooklyn hospital, where Dr. Sharon Gill is covering for his usual doctor, with whom she is having an affair. After examining scans of his brain, Sharon informs Henry that he has a brain aneurysm and his outlook is bad. Henry erupts, throwing insults at Sharon and demanding that she tell him how long he has to live. She tries to dodge the question, but Henry is persistent. Panicking, Sharon tells him that he will die in ninety minutes. Henry leaves the hospital in a rage.
Sharon talks with another doctor and realizes the consequences of her actions; she will surely be fired and lose her license. Sharon resolves to find Henry and put him into immediate care. Henry arrives at the family law firm of Altmann, and storms into a meeting between his brother Aaron and several older clients. He asks what a hypothetical client with only ninety minutes to live should do, they reply that the client should make love to his wife one last time. Henry then decides to run home to see his estranged wife, Bette, only to find that she is having an affair with their neighbor. Meanwhile, Sharon learns Henry's case is serious enough that he could potentially die at any minute.
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What is the full name of the person who could be fired and lose her license?
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task001_quoref_question_generation
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task001-83539b1b202e4c5a80d1c8edfd673a75
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Saint-Saëns was born in Paris, the only child of Jacques-Joseph-Victor Saint-Saëns (1798–1835), an official in the French Ministry of the Interior, and Françoise-Clémence, née Collin. Victor Saint-Saëns was of Norman ancestry, and his wife was from an Haute-Marne family; their son, born in the Rue du Jardinet in the 6th arrondissement of Paris, and baptised at the nearby church of Saint-Sulpice, always considered himself a true Parisian. Less than two months after the christening, Victor Saint-Saëns died of consumption on the first anniversary of his marriage. The young Camille was taken to the country for the sake of his health, and for two years lived with a nurse at Corbeil, 29 kilometres (18 mi) to the south of Paris.
When Saint-Saëns was brought back to Paris he lived with his mother and her widowed aunt, Charlotte Masson. Before he was three years old he displayed perfect pitch and enjoyed picking out tunes on the piano. His great-aunt taught him the basics of pianism, and when he was seven he became a pupil of Camille-Marie Stamaty, a former pupil of Friedrich Kalkbrenner. Stamaty required his students to play while resting their forearms on a bar situated in front of the keyboard, so that all the pianist's power came from the hands and fingers rather than the arms, which, Saint-Saëns later wrote, was good training. Clémence Saint-Saëns, well aware of her son's precocious talent, did not wish him to become famous too young. The music critic Harold C. Schonberg wrote of Saint-Saëns in 1969, "It is not generally realized that he was the most remarkable child prodigy in history, and that includes Mozart." The boy gave occasional performances for small audiences from the age of five, but it was not until he was ten that he made his official public debut, at the Salle Pleyel, in a programme that included Mozart's Piano Concerto in B♭ (K450), and Beethoven's Third Piano Concerto. Through Stamaty's influence, Saint-Saëns was introduced to the composition professor Pierre Maleden and the organ teacher Alexandre Pierre François Boëly. From the latter he acquired a lifelong love of the music of Bach, which was then little known in France.As a schoolboy Saint-Saëns was outstanding in many subjects. In addition to his musical prowess, he distinguished himself in the study of French literature, Latin and Greek, divinity, and mathematics. His interests included philosophy, archaeology and astronomy, of which, particularly the last, he remained a talented amateur in later life.
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What is the full name of the person who died of consumption?
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task001_quoref_question_generation
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task001-83539b1b202e4c5a80d1c8edfd673a75
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Saint-Saëns was born in Paris, the only child of Jacques-Joseph-Victor Saint-Saëns (1798–1835), an official in the French Ministry of the Interior, and Françoise-Clémence, née Collin. Victor Saint-Saëns was of Norman ancestry, and his wife was from an Haute-Marne family; their son, born in the Rue du Jardinet in the 6th arrondissement of Paris, and baptised at the nearby church of Saint-Sulpice, always considered himself a true Parisian. Less than two months after the christening, Victor Saint-Saëns died of consumption on the first anniversary of his marriage. The young Camille was taken to the country for the sake of his health, and for two years lived with a nurse at Corbeil, 29 kilometres (18 mi) to the south of Paris.
When Saint-Saëns was brought back to Paris he lived with his mother and her widowed aunt, Charlotte Masson. Before he was three years old he displayed perfect pitch and enjoyed picking out tunes on the piano. His great-aunt taught him the basics of pianism, and when he was seven he became a pupil of Camille-Marie Stamaty, a former pupil of Friedrich Kalkbrenner. Stamaty required his students to play while resting their forearms on a bar situated in front of the keyboard, so that all the pianist's power came from the hands and fingers rather than the arms, which, Saint-Saëns later wrote, was good training. Clémence Saint-Saëns, well aware of her son's precocious talent, did not wish him to become famous too young. The music critic Harold C. Schonberg wrote of Saint-Saëns in 1969, "It is not generally realized that he was the most remarkable child prodigy in history, and that includes Mozart." The boy gave occasional performances for small audiences from the age of five, but it was not until he was ten that he made his official public debut, at the Salle Pleyel, in a programme that included Mozart's Piano Concerto in B♭ (K450), and Beethoven's Third Piano Concerto. Through Stamaty's influence, Saint-Saëns was introduced to the composition professor Pierre Maleden and the organ teacher Alexandre Pierre François Boëly. From the latter he acquired a lifelong love of the music of Bach, which was then little known in France.As a schoolboy Saint-Saëns was outstanding in many subjects. In addition to his musical prowess, he distinguished himself in the study of French literature, Latin and Greek, divinity, and mathematics. His interests included philosophy, archaeology and astronomy, of which, particularly the last, he remained a talented amateur in later life.
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What is the first name of the only child of Jacques-Joseph-Victor Saint-Saëns?
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task001_quoref_question_generation
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task001-83539b1b202e4c5a80d1c8edfd673a75
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Saint-Saëns was born in Paris, the only child of Jacques-Joseph-Victor Saint-Saëns (1798–1835), an official in the French Ministry of the Interior, and Françoise-Clémence, née Collin. Victor Saint-Saëns was of Norman ancestry, and his wife was from an Haute-Marne family; their son, born in the Rue du Jardinet in the 6th arrondissement of Paris, and baptised at the nearby church of Saint-Sulpice, always considered himself a true Parisian. Less than two months after the christening, Victor Saint-Saëns died of consumption on the first anniversary of his marriage. The young Camille was taken to the country for the sake of his health, and for two years lived with a nurse at Corbeil, 29 kilometres (18 mi) to the south of Paris.
When Saint-Saëns was brought back to Paris he lived with his mother and her widowed aunt, Charlotte Masson. Before he was three years old he displayed perfect pitch and enjoyed picking out tunes on the piano. His great-aunt taught him the basics of pianism, and when he was seven he became a pupil of Camille-Marie Stamaty, a former pupil of Friedrich Kalkbrenner. Stamaty required his students to play while resting their forearms on a bar situated in front of the keyboard, so that all the pianist's power came from the hands and fingers rather than the arms, which, Saint-Saëns later wrote, was good training. Clémence Saint-Saëns, well aware of her son's precocious talent, did not wish him to become famous too young. The music critic Harold C. Schonberg wrote of Saint-Saëns in 1969, "It is not generally realized that he was the most remarkable child prodigy in history, and that includes Mozart." The boy gave occasional performances for small audiences from the age of five, but it was not until he was ten that he made his official public debut, at the Salle Pleyel, in a programme that included Mozart's Piano Concerto in B♭ (K450), and Beethoven's Third Piano Concerto. Through Stamaty's influence, Saint-Saëns was introduced to the composition professor Pierre Maleden and the organ teacher Alexandre Pierre François Boëly. From the latter he acquired a lifelong love of the music of Bach, which was then little known in France.As a schoolboy Saint-Saëns was outstanding in many subjects. In addition to his musical prowess, he distinguished himself in the study of French literature, Latin and Greek, divinity, and mathematics. His interests included philosophy, archaeology and astronomy, of which, particularly the last, he remained a talented amateur in later life.
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What was the first name of the person who was born in the Rue du Jardinet in the 6th arrondissement of Paris?
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task001_quoref_question_generation
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task001-83539b1b202e4c5a80d1c8edfd673a75
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Saint-Saëns was born in Paris, the only child of Jacques-Joseph-Victor Saint-Saëns (1798–1835), an official in the French Ministry of the Interior, and Françoise-Clémence, née Collin. Victor Saint-Saëns was of Norman ancestry, and his wife was from an Haute-Marne family; their son, born in the Rue du Jardinet in the 6th arrondissement of Paris, and baptised at the nearby church of Saint-Sulpice, always considered himself a true Parisian. Less than two months after the christening, Victor Saint-Saëns died of consumption on the first anniversary of his marriage. The young Camille was taken to the country for the sake of his health, and for two years lived with a nurse at Corbeil, 29 kilometres (18 mi) to the south of Paris.
When Saint-Saëns was brought back to Paris he lived with his mother and her widowed aunt, Charlotte Masson. Before he was three years old he displayed perfect pitch and enjoyed picking out tunes on the piano. His great-aunt taught him the basics of pianism, and when he was seven he became a pupil of Camille-Marie Stamaty, a former pupil of Friedrich Kalkbrenner. Stamaty required his students to play while resting their forearms on a bar situated in front of the keyboard, so that all the pianist's power came from the hands and fingers rather than the arms, which, Saint-Saëns later wrote, was good training. Clémence Saint-Saëns, well aware of her son's precocious talent, did not wish him to become famous too young. The music critic Harold C. Schonberg wrote of Saint-Saëns in 1969, "It is not generally realized that he was the most remarkable child prodigy in history, and that includes Mozart." The boy gave occasional performances for small audiences from the age of five, but it was not until he was ten that he made his official public debut, at the Salle Pleyel, in a programme that included Mozart's Piano Concerto in B♭ (K450), and Beethoven's Third Piano Concerto. Through Stamaty's influence, Saint-Saëns was introduced to the composition professor Pierre Maleden and the organ teacher Alexandre Pierre François Boëly. From the latter he acquired a lifelong love of the music of Bach, which was then little known in France.As a schoolboy Saint-Saëns was outstanding in many subjects. In addition to his musical prowess, he distinguished himself in the study of French literature, Latin and Greek, divinity, and mathematics. His interests included philosophy, archaeology and astronomy, of which, particularly the last, he remained a talented amateur in later life.
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What was the first name of the person who had perfect pitch by the time he was three years old?
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task001_quoref_question_generation
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task001-83539b1b202e4c5a80d1c8edfd673a75
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Saint-Saëns was born in Paris, the only child of Jacques-Joseph-Victor Saint-Saëns (1798–1835), an official in the French Ministry of the Interior, and Françoise-Clémence, née Collin. Victor Saint-Saëns was of Norman ancestry, and his wife was from an Haute-Marne family; their son, born in the Rue du Jardinet in the 6th arrondissement of Paris, and baptised at the nearby church of Saint-Sulpice, always considered himself a true Parisian. Less than two months after the christening, Victor Saint-Saëns died of consumption on the first anniversary of his marriage. The young Camille was taken to the country for the sake of his health, and for two years lived with a nurse at Corbeil, 29 kilometres (18 mi) to the south of Paris.
When Saint-Saëns was brought back to Paris he lived with his mother and her widowed aunt, Charlotte Masson. Before he was three years old he displayed perfect pitch and enjoyed picking out tunes on the piano. His great-aunt taught him the basics of pianism, and when he was seven he became a pupil of Camille-Marie Stamaty, a former pupil of Friedrich Kalkbrenner. Stamaty required his students to play while resting their forearms on a bar situated in front of the keyboard, so that all the pianist's power came from the hands and fingers rather than the arms, which, Saint-Saëns later wrote, was good training. Clémence Saint-Saëns, well aware of her son's precocious talent, did not wish him to become famous too young. The music critic Harold C. Schonberg wrote of Saint-Saëns in 1969, "It is not generally realized that he was the most remarkable child prodigy in history, and that includes Mozart." The boy gave occasional performances for small audiences from the age of five, but it was not until he was ten that he made his official public debut, at the Salle Pleyel, in a programme that included Mozart's Piano Concerto in B♭ (K450), and Beethoven's Third Piano Concerto. Through Stamaty's influence, Saint-Saëns was introduced to the composition professor Pierre Maleden and the organ teacher Alexandre Pierre François Boëly. From the latter he acquired a lifelong love of the music of Bach, which was then little known in France.As a schoolboy Saint-Saëns was outstanding in many subjects. In addition to his musical prowess, he distinguished himself in the study of French literature, Latin and Greek, divinity, and mathematics. His interests included philosophy, archaeology and astronomy, of which, particularly the last, he remained a talented amateur in later life.
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What is the full name of the person who was well aware of her son's precocious talent?
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task001_quoref_question_generation
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task001-83539b1b202e4c5a80d1c8edfd673a75
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Saint-Saëns was born in Paris, the only child of Jacques-Joseph-Victor Saint-Saëns (1798–1835), an official in the French Ministry of the Interior, and Françoise-Clémence, née Collin. Victor Saint-Saëns was of Norman ancestry, and his wife was from an Haute-Marne family; their son, born in the Rue du Jardinet in the 6th arrondissement of Paris, and baptised at the nearby church of Saint-Sulpice, always considered himself a true Parisian. Less than two months after the christening, Victor Saint-Saëns died of consumption on the first anniversary of his marriage. The young Camille was taken to the country for the sake of his health, and for two years lived with a nurse at Corbeil, 29 kilometres (18 mi) to the south of Paris.
When Saint-Saëns was brought back to Paris he lived with his mother and her widowed aunt, Charlotte Masson. Before he was three years old he displayed perfect pitch and enjoyed picking out tunes on the piano. His great-aunt taught him the basics of pianism, and when he was seven he became a pupil of Camille-Marie Stamaty, a former pupil of Friedrich Kalkbrenner. Stamaty required his students to play while resting their forearms on a bar situated in front of the keyboard, so that all the pianist's power came from the hands and fingers rather than the arms, which, Saint-Saëns later wrote, was good training. Clémence Saint-Saëns, well aware of her son's precocious talent, did not wish him to become famous too young. The music critic Harold C. Schonberg wrote of Saint-Saëns in 1969, "It is not generally realized that he was the most remarkable child prodigy in history, and that includes Mozart." The boy gave occasional performances for small audiences from the age of five, but it was not until he was ten that he made his official public debut, at the Salle Pleyel, in a programme that included Mozart's Piano Concerto in B♭ (K450), and Beethoven's Third Piano Concerto. Through Stamaty's influence, Saint-Saëns was introduced to the composition professor Pierre Maleden and the organ teacher Alexandre Pierre François Boëly. From the latter he acquired a lifelong love of the music of Bach, which was then little known in France.As a schoolboy Saint-Saëns was outstanding in many subjects. In addition to his musical prowess, he distinguished himself in the study of French literature, Latin and Greek, divinity, and mathematics. His interests included philosophy, archaeology and astronomy, of which, particularly the last, he remained a talented amateur in later life.
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What is the first name of the person who considered himself a true Parisian?
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task001_quoref_question_generation
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task001-d93ffacd8927458ba98b3918868b05b7
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: The second of James Cook's historic voyages, 1772–1775, was primarily a search for the elusive Terra Australis Incognita that was still believed to lie somewhere in the unexplored latitudes below 40°S. Cook left England in September 1772 with two ships, HMS Resolution and HMS Adventure. After pausing at Cape Town, on 22 November the two ships sailed due south, but were driven to the east by heavy gales. They managed to edge further south, encountering their first pack ice on 10 December. This soon became a solid barrier, which tested Cook's seamanship as he manoeuvered for a passage through. Eventually, he found open water, and was able to continue south; on 17 January 1773, the expedition reached the Antarctic Circle at 66°20'S, the first ships to do so. Further progress was barred by ice, and the ships turned north-eastwards and headed for New Zealand, which they reached on 26 March.During the ensuing months, the expedition explored the southern Pacific Ocean before Cook took Resolution south again—Adventure had retired back to South Africa after a fracas with the New Zealand native population. This time Cook was able to penetrate deep beyond the Antarctic Circle, and on 30 January 1774 reached 71°10'S, his Farthest South, but the state of the ice made further southward travel impossible. This southern record would hold for 49 years.In the course of his voyages in Antarctic waters, Cook had encircled the world at latitudes generally above 60°S, and saw nothing but bleak inhospitable islands, without a hint of the fertile continent which some still hoped lay in the south. Cook wrote that if any such continent existed it would be "a country doomed by nature", and that "no man will venture further than I have done, and the land to the South will never be explored". He concluded: "Should the impossible be achieved and the land attained, it would be wholly useless and of no benefit to the discoverer or his nation".
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What was Cook looking for when he left England in September 1772 with two ships?
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task001_quoref_question_generation
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task001-29759d9ed8ff41409868960d5d8d6056
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: "Shine" was written by Pharrell Williams and Gwen Stefani, and produced by Williams. In November 2014, the pair announced that they were collaborating on a recording for the animated film Paddington. They had previously worked together on four singles: "Hella Good" (2002), "Can I Have It Like That" (2005), "Hollaback Girl" (2005), and "Spark the Fire" (2014).Williams initially pitched "Shine" as a song for No Doubt, of which Stefani was lead vocalist. She immediately noticed similarities between the demo and her music with No Doubt and played it for the rest of the band to get their reaction. No Doubt recorded their version in late 2014. According to Rolling Stone, Stefani was collaborating with the band for a song for the Paddington soundtrack. Despite this announcement, Rolling Stone's Patrick Doyle suggested that it would be recorded by Williams and Stefani instead.In an official statement, film executive Bob Weinstein called Stefani and Williams "the perfect artistic duo", saying their work "brought to life the charm that Paddington represents". Stefani said her involvement was motivated by her personal connection to the film's setting through her marriage to English musician Gavin Rossdale. She added that the film and the track allowed her children to recognise their origins. Williams considered the song to be "a wonderful opportunity, as a parent, to contribute to something as classic, authentic and generational to all of our lives, as Paddington Bear"; Stefani said that she was "honored to join forces with Pharrell and be part of bringing this beloved classic to life for Paddington's next big adventure". Williams called the song "a trailer into a wonderful family experience" and developed its concept from his children's interest in Paddington Bear.
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What are the last names of the people who announced that they were collaborating on a recording for the animated film Paddington?
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task001_quoref_question_generation
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task001-29759d9ed8ff41409868960d5d8d6056
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: "Shine" was written by Pharrell Williams and Gwen Stefani, and produced by Williams. In November 2014, the pair announced that they were collaborating on a recording for the animated film Paddington. They had previously worked together on four singles: "Hella Good" (2002), "Can I Have It Like That" (2005), "Hollaback Girl" (2005), and "Spark the Fire" (2014).Williams initially pitched "Shine" as a song for No Doubt, of which Stefani was lead vocalist. She immediately noticed similarities between the demo and her music with No Doubt and played it for the rest of the band to get their reaction. No Doubt recorded their version in late 2014. According to Rolling Stone, Stefani was collaborating with the band for a song for the Paddington soundtrack. Despite this announcement, Rolling Stone's Patrick Doyle suggested that it would be recorded by Williams and Stefani instead.In an official statement, film executive Bob Weinstein called Stefani and Williams "the perfect artistic duo", saying their work "brought to life the charm that Paddington represents". Stefani said her involvement was motivated by her personal connection to the film's setting through her marriage to English musician Gavin Rossdale. She added that the film and the track allowed her children to recognise their origins. Williams considered the song to be "a wonderful opportunity, as a parent, to contribute to something as classic, authentic and generational to all of our lives, as Paddington Bear"; Stefani said that she was "honored to join forces with Pharrell and be part of bringing this beloved classic to life for Paddington's next big adventure". Williams called the song "a trailer into a wonderful family experience" and developed its concept from his children's interest in Paddington Bear.
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What are the first names of the people who had previously worked together on four singles?
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task001_quoref_question_generation
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task001-29759d9ed8ff41409868960d5d8d6056
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: "Shine" was written by Pharrell Williams and Gwen Stefani, and produced by Williams. In November 2014, the pair announced that they were collaborating on a recording for the animated film Paddington. They had previously worked together on four singles: "Hella Good" (2002), "Can I Have It Like That" (2005), "Hollaback Girl" (2005), and "Spark the Fire" (2014).Williams initially pitched "Shine" as a song for No Doubt, of which Stefani was lead vocalist. She immediately noticed similarities between the demo and her music with No Doubt and played it for the rest of the band to get their reaction. No Doubt recorded their version in late 2014. According to Rolling Stone, Stefani was collaborating with the band for a song for the Paddington soundtrack. Despite this announcement, Rolling Stone's Patrick Doyle suggested that it would be recorded by Williams and Stefani instead.In an official statement, film executive Bob Weinstein called Stefani and Williams "the perfect artistic duo", saying their work "brought to life the charm that Paddington represents". Stefani said her involvement was motivated by her personal connection to the film's setting through her marriage to English musician Gavin Rossdale. She added that the film and the track allowed her children to recognise their origins. Williams considered the song to be "a wonderful opportunity, as a parent, to contribute to something as classic, authentic and generational to all of our lives, as Paddington Bear"; Stefani said that she was "honored to join forces with Pharrell and be part of bringing this beloved classic to life for Paddington's next big adventure". Williams called the song "a trailer into a wonderful family experience" and developed its concept from his children's interest in Paddington Bear.
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What is the full name of the person who said the film and the track allowed her children to recognise their origins?
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task001_quoref_question_generation
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task001-29759d9ed8ff41409868960d5d8d6056
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: "Shine" was written by Pharrell Williams and Gwen Stefani, and produced by Williams. In November 2014, the pair announced that they were collaborating on a recording for the animated film Paddington. They had previously worked together on four singles: "Hella Good" (2002), "Can I Have It Like That" (2005), "Hollaback Girl" (2005), and "Spark the Fire" (2014).Williams initially pitched "Shine" as a song for No Doubt, of which Stefani was lead vocalist. She immediately noticed similarities between the demo and her music with No Doubt and played it for the rest of the band to get their reaction. No Doubt recorded their version in late 2014. According to Rolling Stone, Stefani was collaborating with the band for a song for the Paddington soundtrack. Despite this announcement, Rolling Stone's Patrick Doyle suggested that it would be recorded by Williams and Stefani instead.In an official statement, film executive Bob Weinstein called Stefani and Williams "the perfect artistic duo", saying their work "brought to life the charm that Paddington represents". Stefani said her involvement was motivated by her personal connection to the film's setting through her marriage to English musician Gavin Rossdale. She added that the film and the track allowed her children to recognise their origins. Williams considered the song to be "a wonderful opportunity, as a parent, to contribute to something as classic, authentic and generational to all of our lives, as Paddington Bear"; Stefani said that she was "honored to join forces with Pharrell and be part of bringing this beloved classic to life for Paddington's next big adventure". Williams called the song "a trailer into a wonderful family experience" and developed its concept from his children's interest in Paddington Bear.
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What is the name of the song Stefani played for the rest of the band to get their reaction?
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task001_quoref_question_generation
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task001-29759d9ed8ff41409868960d5d8d6056
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: "Shine" was written by Pharrell Williams and Gwen Stefani, and produced by Williams. In November 2014, the pair announced that they were collaborating on a recording for the animated film Paddington. They had previously worked together on four singles: "Hella Good" (2002), "Can I Have It Like That" (2005), "Hollaback Girl" (2005), and "Spark the Fire" (2014).Williams initially pitched "Shine" as a song for No Doubt, of which Stefani was lead vocalist. She immediately noticed similarities between the demo and her music with No Doubt and played it for the rest of the band to get their reaction. No Doubt recorded their version in late 2014. According to Rolling Stone, Stefani was collaborating with the band for a song for the Paddington soundtrack. Despite this announcement, Rolling Stone's Patrick Doyle suggested that it would be recorded by Williams and Stefani instead.In an official statement, film executive Bob Weinstein called Stefani and Williams "the perfect artistic duo", saying their work "brought to life the charm that Paddington represents". Stefani said her involvement was motivated by her personal connection to the film's setting through her marriage to English musician Gavin Rossdale. She added that the film and the track allowed her children to recognise their origins. Williams considered the song to be "a wonderful opportunity, as a parent, to contribute to something as classic, authentic and generational to all of our lives, as Paddington Bear"; Stefani said that she was "honored to join forces with Pharrell and be part of bringing this beloved classic to life for Paddington's next big adventure". Williams called the song "a trailer into a wonderful family experience" and developed its concept from his children's interest in Paddington Bear.
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What are the first names of the people whose work "brought to life the charm that Paddington represents?
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task001_quoref_question_generation
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task001-29759d9ed8ff41409868960d5d8d6056
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: "Shine" was written by Pharrell Williams and Gwen Stefani, and produced by Williams. In November 2014, the pair announced that they were collaborating on a recording for the animated film Paddington. They had previously worked together on four singles: "Hella Good" (2002), "Can I Have It Like That" (2005), "Hollaback Girl" (2005), and "Spark the Fire" (2014).Williams initially pitched "Shine" as a song for No Doubt, of which Stefani was lead vocalist. She immediately noticed similarities between the demo and her music with No Doubt and played it for the rest of the band to get their reaction. No Doubt recorded their version in late 2014. According to Rolling Stone, Stefani was collaborating with the band for a song for the Paddington soundtrack. Despite this announcement, Rolling Stone's Patrick Doyle suggested that it would be recorded by Williams and Stefani instead.In an official statement, film executive Bob Weinstein called Stefani and Williams "the perfect artistic duo", saying their work "brought to life the charm that Paddington represents". Stefani said her involvement was motivated by her personal connection to the film's setting through her marriage to English musician Gavin Rossdale. She added that the film and the track allowed her children to recognise their origins. Williams considered the song to be "a wonderful opportunity, as a parent, to contribute to something as classic, authentic and generational to all of our lives, as Paddington Bear"; Stefani said that she was "honored to join forces with Pharrell and be part of bringing this beloved classic to life for Paddington's next big adventure". Williams called the song "a trailer into a wonderful family experience" and developed its concept from his children's interest in Paddington Bear.
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What is the first name of the person who called the song "a trailer into a wonderful family experience"?
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task001_quoref_question_generation
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task001-0214a51dfaf24f1589c79ede98e0d3c0
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In Moore's description, the album "seems to have spoken (in a way no other has) for its generation". It is regarded by journalists as having influenced the development of the counterculture of the 1960s. The American psychologist and counterculture figure Timothy Leary labelled the Beatles "avatars of the new world order" and said that the LP "gave a voice to the feeling that the old ways were over" by stressing the need for cultural change based on a peaceful agenda. Ian MacDonald wrote that the album's impact was cross-generational as "Young and old alike were entranced", and era-defining, in that the "psychic shiver" it inspired across the world was "nothing less than a cinematic dissolve from one Zeitgeist to another". He also said that in the context of 1967, Sgt. Pepper conveyed the psychedelic experience so effectively to listeners unfamiliar with hallucinogenic drugs that "If such a thing as a cultural 'contact high' is possible, it happened here." According to author Michael Frontani, the Beatles "legitimiz[ed] the lifestyle of the counterculture", just as they did popular music, and formed the basis of Jann Wenner's scope on these issues when launching Rolling Stone magazine in late 1967.Simon Frith, in his overview of 1967 for The History of Rock, said that Sgt. Pepper had "defined the year" by conveying the optimism and sense of empowerment at the centre of the youth movement. He added that the Velvet Underground's The Velvet Underground & Nico, an album that contrasted sharply with the Beatles' message by "offer[ing] no escape", had become more relevant in a cultural climate typified by "the Sex Pistols, the new political aggression, the rioting in the streets" during the 1970s. In a 1987 review for Q magazine, Charles Shaar Murray asserted that Sgt. Pepper "remains a central pillar of the mythology and iconography of the late '60s", while Colin Larkin states in his Encyclopedia of Popular Music: "[it] turned out to be no mere pop album but a cultural icon, embracing the constituent elements of the 60s' youth culture: pop art, garish fashion, drugs, instant mysticism and freedom from parental control.".
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What is the title of the album regarded by journalists as having influenced the development of the counterculture of the 1960s?
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task001_quoref_question_generation
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task001-0214a51dfaf24f1589c79ede98e0d3c0
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In Moore's description, the album "seems to have spoken (in a way no other has) for its generation". It is regarded by journalists as having influenced the development of the counterculture of the 1960s. The American psychologist and counterculture figure Timothy Leary labelled the Beatles "avatars of the new world order" and said that the LP "gave a voice to the feeling that the old ways were over" by stressing the need for cultural change based on a peaceful agenda. Ian MacDonald wrote that the album's impact was cross-generational as "Young and old alike were entranced", and era-defining, in that the "psychic shiver" it inspired across the world was "nothing less than a cinematic dissolve from one Zeitgeist to another". He also said that in the context of 1967, Sgt. Pepper conveyed the psychedelic experience so effectively to listeners unfamiliar with hallucinogenic drugs that "If such a thing as a cultural 'contact high' is possible, it happened here." According to author Michael Frontani, the Beatles "legitimiz[ed] the lifestyle of the counterculture", just as they did popular music, and formed the basis of Jann Wenner's scope on these issues when launching Rolling Stone magazine in late 1967.Simon Frith, in his overview of 1967 for The History of Rock, said that Sgt. Pepper had "defined the year" by conveying the optimism and sense of empowerment at the centre of the youth movement. He added that the Velvet Underground's The Velvet Underground & Nico, an album that contrasted sharply with the Beatles' message by "offer[ing] no escape", had become more relevant in a cultural climate typified by "the Sex Pistols, the new political aggression, the rioting in the streets" during the 1970s. In a 1987 review for Q magazine, Charles Shaar Murray asserted that Sgt. Pepper "remains a central pillar of the mythology and iconography of the late '60s", while Colin Larkin states in his Encyclopedia of Popular Music: "[it] turned out to be no mere pop album but a cultural icon, embracing the constituent elements of the 60s' youth culture: pop art, garish fashion, drugs, instant mysticism and freedom from parental control.".
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What is the title of the LP that "gave a voice to the feeling that the old ways were over," according to Timothy Leary?
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task001_quoref_question_generation
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task001-0214a51dfaf24f1589c79ede98e0d3c0
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In Moore's description, the album "seems to have spoken (in a way no other has) for its generation". It is regarded by journalists as having influenced the development of the counterculture of the 1960s. The American psychologist and counterculture figure Timothy Leary labelled the Beatles "avatars of the new world order" and said that the LP "gave a voice to the feeling that the old ways were over" by stressing the need for cultural change based on a peaceful agenda. Ian MacDonald wrote that the album's impact was cross-generational as "Young and old alike were entranced", and era-defining, in that the "psychic shiver" it inspired across the world was "nothing less than a cinematic dissolve from one Zeitgeist to another". He also said that in the context of 1967, Sgt. Pepper conveyed the psychedelic experience so effectively to listeners unfamiliar with hallucinogenic drugs that "If such a thing as a cultural 'contact high' is possible, it happened here." According to author Michael Frontani, the Beatles "legitimiz[ed] the lifestyle of the counterculture", just as they did popular music, and formed the basis of Jann Wenner's scope on these issues when launching Rolling Stone magazine in late 1967.Simon Frith, in his overview of 1967 for The History of Rock, said that Sgt. Pepper had "defined the year" by conveying the optimism and sense of empowerment at the centre of the youth movement. He added that the Velvet Underground's The Velvet Underground & Nico, an album that contrasted sharply with the Beatles' message by "offer[ing] no escape", had become more relevant in a cultural climate typified by "the Sex Pistols, the new political aggression, the rioting in the streets" during the 1970s. In a 1987 review for Q magazine, Charles Shaar Murray asserted that Sgt. Pepper "remains a central pillar of the mythology and iconography of the late '60s", while Colin Larkin states in his Encyclopedia of Popular Music: "[it] turned out to be no mere pop album but a cultural icon, embracing the constituent elements of the 60s' youth culture: pop art, garish fashion, drugs, instant mysticism and freedom from parental control.".
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What is the title of the album whose impact was cross-generational as "Young and old alike were entranced," according to Ian MacDonald?
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task001_quoref_question_generation
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task001-0214a51dfaf24f1589c79ede98e0d3c0
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In Moore's description, the album "seems to have spoken (in a way no other has) for its generation". It is regarded by journalists as having influenced the development of the counterculture of the 1960s. The American psychologist and counterculture figure Timothy Leary labelled the Beatles "avatars of the new world order" and said that the LP "gave a voice to the feeling that the old ways were over" by stressing the need for cultural change based on a peaceful agenda. Ian MacDonald wrote that the album's impact was cross-generational as "Young and old alike were entranced", and era-defining, in that the "psychic shiver" it inspired across the world was "nothing less than a cinematic dissolve from one Zeitgeist to another". He also said that in the context of 1967, Sgt. Pepper conveyed the psychedelic experience so effectively to listeners unfamiliar with hallucinogenic drugs that "If such a thing as a cultural 'contact high' is possible, it happened here." According to author Michael Frontani, the Beatles "legitimiz[ed] the lifestyle of the counterculture", just as they did popular music, and formed the basis of Jann Wenner's scope on these issues when launching Rolling Stone magazine in late 1967.Simon Frith, in his overview of 1967 for The History of Rock, said that Sgt. Pepper had "defined the year" by conveying the optimism and sense of empowerment at the centre of the youth movement. He added that the Velvet Underground's The Velvet Underground & Nico, an album that contrasted sharply with the Beatles' message by "offer[ing] no escape", had become more relevant in a cultural climate typified by "the Sex Pistols, the new political aggression, the rioting in the streets" during the 1970s. In a 1987 review for Q magazine, Charles Shaar Murray asserted that Sgt. Pepper "remains a central pillar of the mythology and iconography of the late '60s", while Colin Larkin states in his Encyclopedia of Popular Music: "[it] turned out to be no mere pop album but a cultural icon, embracing the constituent elements of the 60s' youth culture: pop art, garish fashion, drugs, instant mysticism and freedom from parental control.".
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What is the title of the album that inspired a "psychic shiver" across the world, according to Ian MacDonald?
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task001_quoref_question_generation
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task001-0214a51dfaf24f1589c79ede98e0d3c0
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In Moore's description, the album "seems to have spoken (in a way no other has) for its generation". It is regarded by journalists as having influenced the development of the counterculture of the 1960s. The American psychologist and counterculture figure Timothy Leary labelled the Beatles "avatars of the new world order" and said that the LP "gave a voice to the feeling that the old ways were over" by stressing the need for cultural change based on a peaceful agenda. Ian MacDonald wrote that the album's impact was cross-generational as "Young and old alike were entranced", and era-defining, in that the "psychic shiver" it inspired across the world was "nothing less than a cinematic dissolve from one Zeitgeist to another". He also said that in the context of 1967, Sgt. Pepper conveyed the psychedelic experience so effectively to listeners unfamiliar with hallucinogenic drugs that "If such a thing as a cultural 'contact high' is possible, it happened here." According to author Michael Frontani, the Beatles "legitimiz[ed] the lifestyle of the counterculture", just as they did popular music, and formed the basis of Jann Wenner's scope on these issues when launching Rolling Stone magazine in late 1967.Simon Frith, in his overview of 1967 for The History of Rock, said that Sgt. Pepper had "defined the year" by conveying the optimism and sense of empowerment at the centre of the youth movement. He added that the Velvet Underground's The Velvet Underground & Nico, an album that contrasted sharply with the Beatles' message by "offer[ing] no escape", had become more relevant in a cultural climate typified by "the Sex Pistols, the new political aggression, the rioting in the streets" during the 1970s. In a 1987 review for Q magazine, Charles Shaar Murray asserted that Sgt. Pepper "remains a central pillar of the mythology and iconography of the late '60s", while Colin Larkin states in his Encyclopedia of Popular Music: "[it] turned out to be no mere pop album but a cultural icon, embracing the constituent elements of the 60s' youth culture: pop art, garish fashion, drugs, instant mysticism and freedom from parental control.".
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What is the title of that which, according to Colin Larkin, "turned out to be no mere pop album but a cultural icon, embracing the constituent elements of the 60s' youth culture"?
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task001_quoref_question_generation
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task001-feea3fcb72d94aaf92cf075bfea27f76
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Nannerl herself was an apt pupil, no less quick to learn than her brother, and was playing the keyboard with striking virtuosity by the time she was eleven. In that year, 1762, Leopold brought the children to Munich to play before Maximilian III Joseph, Elector of Bavaria. Leopold then took the entire family to Vienna, on a trip that lasted for three months. He had secured invitations from several noble patrons, and within three days of arriving the children were playing at the palace of Count Collalto. Among those present was the Viennese Treasury councillor and future prime minister Karl von Zinzendorf, who noted in his diary that "a little boy, said to be only five-and-a-half years old [Wolfgang was actually nearly seven], played the harpsichord". After an appearance before the Imperial Vice-Chancellor, the Mozarts were invited to the royal court, where the Empress Maria Theresa tested Wolfgang's abilities by requiring him to play with the keyboard covered. During this court visit Wolfgang met the Archduchess Maria Antonia, the future Queen Marie Antoinette of France, who was two months his senior. Mozart's biographer Eric Blom recounts an anecdote of how the Archduchess helped Wolfgang when he slipped on the polished floor; she is supposed to have received a proposal of marriage in return.As the Mozarts began to be noticed by the Viennese aristocracy, they were often required to give several performances during a single day. They were well rewarded for this activity—at the end of their first hectic week in Vienna, Leopold was able to send home the equivalent of more than two years' salary. Their schedule was interrupted when Wolfgang fell ill with scarlet fever, and their former momentum was not regained. Nevertheless, the visit left Leopold eager to pursue further opportunities for social and financial success. On their return to Salzburg, Wolfgang played the harpsichord and violin at a birthday concert for the archbishop, to the evident astonishment of those present.
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What is the first name of the person who slipped on the polished floor?
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task001_quoref_question_generation
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task001-feea3fcb72d94aaf92cf075bfea27f76
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Nannerl herself was an apt pupil, no less quick to learn than her brother, and was playing the keyboard with striking virtuosity by the time she was eleven. In that year, 1762, Leopold brought the children to Munich to play before Maximilian III Joseph, Elector of Bavaria. Leopold then took the entire family to Vienna, on a trip that lasted for three months. He had secured invitations from several noble patrons, and within three days of arriving the children were playing at the palace of Count Collalto. Among those present was the Viennese Treasury councillor and future prime minister Karl von Zinzendorf, who noted in his diary that "a little boy, said to be only five-and-a-half years old [Wolfgang was actually nearly seven], played the harpsichord". After an appearance before the Imperial Vice-Chancellor, the Mozarts were invited to the royal court, where the Empress Maria Theresa tested Wolfgang's abilities by requiring him to play with the keyboard covered. During this court visit Wolfgang met the Archduchess Maria Antonia, the future Queen Marie Antoinette of France, who was two months his senior. Mozart's biographer Eric Blom recounts an anecdote of how the Archduchess helped Wolfgang when he slipped on the polished floor; she is supposed to have received a proposal of marriage in return.As the Mozarts began to be noticed by the Viennese aristocracy, they were often required to give several performances during a single day. They were well rewarded for this activity—at the end of their first hectic week in Vienna, Leopold was able to send home the equivalent of more than two years' salary. Their schedule was interrupted when Wolfgang fell ill with scarlet fever, and their former momentum was not regained. Nevertheless, the visit left Leopold eager to pursue further opportunities for social and financial success. On their return to Salzburg, Wolfgang played the harpsichord and violin at a birthday concert for the archbishop, to the evident astonishment of those present.
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What is the future name of the person who is supposed to have received a proposal of marriage in return for helping someone?
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task001_quoref_question_generation
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task001-feea3fcb72d94aaf92cf075bfea27f76
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Nannerl herself was an apt pupil, no less quick to learn than her brother, and was playing the keyboard with striking virtuosity by the time she was eleven. In that year, 1762, Leopold brought the children to Munich to play before Maximilian III Joseph, Elector of Bavaria. Leopold then took the entire family to Vienna, on a trip that lasted for three months. He had secured invitations from several noble patrons, and within three days of arriving the children were playing at the palace of Count Collalto. Among those present was the Viennese Treasury councillor and future prime minister Karl von Zinzendorf, who noted in his diary that "a little boy, said to be only five-and-a-half years old [Wolfgang was actually nearly seven], played the harpsichord". After an appearance before the Imperial Vice-Chancellor, the Mozarts were invited to the royal court, where the Empress Maria Theresa tested Wolfgang's abilities by requiring him to play with the keyboard covered. During this court visit Wolfgang met the Archduchess Maria Antonia, the future Queen Marie Antoinette of France, who was two months his senior. Mozart's biographer Eric Blom recounts an anecdote of how the Archduchess helped Wolfgang when he slipped on the polished floor; she is supposed to have received a proposal of marriage in return.As the Mozarts began to be noticed by the Viennese aristocracy, they were often required to give several performances during a single day. They were well rewarded for this activity—at the end of their first hectic week in Vienna, Leopold was able to send home the equivalent of more than two years' salary. Their schedule was interrupted when Wolfgang fell ill with scarlet fever, and their former momentum was not regained. Nevertheless, the visit left Leopold eager to pursue further opportunities for social and financial success. On their return to Salzburg, Wolfgang played the harpsichord and violin at a birthday concert for the archbishop, to the evident astonishment of those present.
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Whose former momentum was not regained?
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task001_quoref_question_generation
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task001-feea3fcb72d94aaf92cf075bfea27f76
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Nannerl herself was an apt pupil, no less quick to learn than her brother, and was playing the keyboard with striking virtuosity by the time she was eleven. In that year, 1762, Leopold brought the children to Munich to play before Maximilian III Joseph, Elector of Bavaria. Leopold then took the entire family to Vienna, on a trip that lasted for three months. He had secured invitations from several noble patrons, and within three days of arriving the children were playing at the palace of Count Collalto. Among those present was the Viennese Treasury councillor and future prime minister Karl von Zinzendorf, who noted in his diary that "a little boy, said to be only five-and-a-half years old [Wolfgang was actually nearly seven], played the harpsichord". After an appearance before the Imperial Vice-Chancellor, the Mozarts were invited to the royal court, where the Empress Maria Theresa tested Wolfgang's abilities by requiring him to play with the keyboard covered. During this court visit Wolfgang met the Archduchess Maria Antonia, the future Queen Marie Antoinette of France, who was two months his senior. Mozart's biographer Eric Blom recounts an anecdote of how the Archduchess helped Wolfgang when he slipped on the polished floor; she is supposed to have received a proposal of marriage in return.As the Mozarts began to be noticed by the Viennese aristocracy, they were often required to give several performances during a single day. They were well rewarded for this activity—at the end of their first hectic week in Vienna, Leopold was able to send home the equivalent of more than two years' salary. Their schedule was interrupted when Wolfgang fell ill with scarlet fever, and their former momentum was not regained. Nevertheless, the visit left Leopold eager to pursue further opportunities for social and financial success. On their return to Salzburg, Wolfgang played the harpsichord and violin at a birthday concert for the archbishop, to the evident astonishment of those present.
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Who was well rewarded?
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task001_quoref_question_generation
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task001-feea3fcb72d94aaf92cf075bfea27f76
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Nannerl herself was an apt pupil, no less quick to learn than her brother, and was playing the keyboard with striking virtuosity by the time she was eleven. In that year, 1762, Leopold brought the children to Munich to play before Maximilian III Joseph, Elector of Bavaria. Leopold then took the entire family to Vienna, on a trip that lasted for three months. He had secured invitations from several noble patrons, and within three days of arriving the children were playing at the palace of Count Collalto. Among those present was the Viennese Treasury councillor and future prime minister Karl von Zinzendorf, who noted in his diary that "a little boy, said to be only five-and-a-half years old [Wolfgang was actually nearly seven], played the harpsichord". After an appearance before the Imperial Vice-Chancellor, the Mozarts were invited to the royal court, where the Empress Maria Theresa tested Wolfgang's abilities by requiring him to play with the keyboard covered. During this court visit Wolfgang met the Archduchess Maria Antonia, the future Queen Marie Antoinette of France, who was two months his senior. Mozart's biographer Eric Blom recounts an anecdote of how the Archduchess helped Wolfgang when he slipped on the polished floor; she is supposed to have received a proposal of marriage in return.As the Mozarts began to be noticed by the Viennese aristocracy, they were often required to give several performances during a single day. They were well rewarded for this activity—at the end of their first hectic week in Vienna, Leopold was able to send home the equivalent of more than two years' salary. Their schedule was interrupted when Wolfgang fell ill with scarlet fever, and their former momentum was not regained. Nevertheless, the visit left Leopold eager to pursue further opportunities for social and financial success. On their return to Salzburg, Wolfgang played the harpsichord and violin at a birthday concert for the archbishop, to the evident astonishment of those present.
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Who had a hectic first week in Vienna?
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task001_quoref_question_generation
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task001-feea3fcb72d94aaf92cf075bfea27f76
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Nannerl herself was an apt pupil, no less quick to learn than her brother, and was playing the keyboard with striking virtuosity by the time she was eleven. In that year, 1762, Leopold brought the children to Munich to play before Maximilian III Joseph, Elector of Bavaria. Leopold then took the entire family to Vienna, on a trip that lasted for three months. He had secured invitations from several noble patrons, and within three days of arriving the children were playing at the palace of Count Collalto. Among those present was the Viennese Treasury councillor and future prime minister Karl von Zinzendorf, who noted in his diary that "a little boy, said to be only five-and-a-half years old [Wolfgang was actually nearly seven], played the harpsichord". After an appearance before the Imperial Vice-Chancellor, the Mozarts were invited to the royal court, where the Empress Maria Theresa tested Wolfgang's abilities by requiring him to play with the keyboard covered. During this court visit Wolfgang met the Archduchess Maria Antonia, the future Queen Marie Antoinette of France, who was two months his senior. Mozart's biographer Eric Blom recounts an anecdote of how the Archduchess helped Wolfgang when he slipped on the polished floor; she is supposed to have received a proposal of marriage in return.As the Mozarts began to be noticed by the Viennese aristocracy, they were often required to give several performances during a single day. They were well rewarded for this activity—at the end of their first hectic week in Vienna, Leopold was able to send home the equivalent of more than two years' salary. Their schedule was interrupted when Wolfgang fell ill with scarlet fever, and their former momentum was not regained. Nevertheless, the visit left Leopold eager to pursue further opportunities for social and financial success. On their return to Salzburg, Wolfgang played the harpsichord and violin at a birthday concert for the archbishop, to the evident astonishment of those present.
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Who returned to Salzburg?
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task001_quoref_question_generation
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task001-feea3fcb72d94aaf92cf075bfea27f76
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Nannerl herself was an apt pupil, no less quick to learn than her brother, and was playing the keyboard with striking virtuosity by the time she was eleven. In that year, 1762, Leopold brought the children to Munich to play before Maximilian III Joseph, Elector of Bavaria. Leopold then took the entire family to Vienna, on a trip that lasted for three months. He had secured invitations from several noble patrons, and within three days of arriving the children were playing at the palace of Count Collalto. Among those present was the Viennese Treasury councillor and future prime minister Karl von Zinzendorf, who noted in his diary that "a little boy, said to be only five-and-a-half years old [Wolfgang was actually nearly seven], played the harpsichord". After an appearance before the Imperial Vice-Chancellor, the Mozarts were invited to the royal court, where the Empress Maria Theresa tested Wolfgang's abilities by requiring him to play with the keyboard covered. During this court visit Wolfgang met the Archduchess Maria Antonia, the future Queen Marie Antoinette of France, who was two months his senior. Mozart's biographer Eric Blom recounts an anecdote of how the Archduchess helped Wolfgang when he slipped on the polished floor; she is supposed to have received a proposal of marriage in return.As the Mozarts began to be noticed by the Viennese aristocracy, they were often required to give several performances during a single day. They were well rewarded for this activity—at the end of their first hectic week in Vienna, Leopold was able to send home the equivalent of more than two years' salary. Their schedule was interrupted when Wolfgang fell ill with scarlet fever, and their former momentum was not regained. Nevertheless, the visit left Leopold eager to pursue further opportunities for social and financial success. On their return to Salzburg, Wolfgang played the harpsichord and violin at a birthday concert for the archbishop, to the evident astonishment of those present.
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Who played the keyboard with striking virtuosity?
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task001_quoref_question_generation
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task001-feea3fcb72d94aaf92cf075bfea27f76
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Nannerl herself was an apt pupil, no less quick to learn than her brother, and was playing the keyboard with striking virtuosity by the time she was eleven. In that year, 1762, Leopold brought the children to Munich to play before Maximilian III Joseph, Elector of Bavaria. Leopold then took the entire family to Vienna, on a trip that lasted for three months. He had secured invitations from several noble patrons, and within three days of arriving the children were playing at the palace of Count Collalto. Among those present was the Viennese Treasury councillor and future prime minister Karl von Zinzendorf, who noted in his diary that "a little boy, said to be only five-and-a-half years old [Wolfgang was actually nearly seven], played the harpsichord". After an appearance before the Imperial Vice-Chancellor, the Mozarts were invited to the royal court, where the Empress Maria Theresa tested Wolfgang's abilities by requiring him to play with the keyboard covered. During this court visit Wolfgang met the Archduchess Maria Antonia, the future Queen Marie Antoinette of France, who was two months his senior. Mozart's biographer Eric Blom recounts an anecdote of how the Archduchess helped Wolfgang when he slipped on the polished floor; she is supposed to have received a proposal of marriage in return.As the Mozarts began to be noticed by the Viennese aristocracy, they were often required to give several performances during a single day. They were well rewarded for this activity—at the end of their first hectic week in Vienna, Leopold was able to send home the equivalent of more than two years' salary. Their schedule was interrupted when Wolfgang fell ill with scarlet fever, and their former momentum was not regained. Nevertheless, the visit left Leopold eager to pursue further opportunities for social and financial success. On their return to Salzburg, Wolfgang played the harpsichord and violin at a birthday concert for the archbishop, to the evident astonishment of those present.
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What is the first name of the father of the boy who was supposed to propose to a woman who helped him after he slipped?
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task001_quoref_question_generation
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task001-00465b80f99546a4b60c53b2bb2f8770
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In 1991 Miguel released his eighth studio album, Romance, a collection of classic boleros, the oldest of which originated in the 1940s. The album, which was produced by Armando Manzanero and arranged by Bebu Silvetti, was a commercial success in Latin America and sold over seven million copies worldwide. It revived interest in the bolero genre and was the first record by a Spanish-speaking artist to be certified gold in Brazil, Taiwan, and the United States. In spite of the album's success, Miguel did not want to release a follow-up record that was similar to Romance. When asked why he chose not to record more boleros, he replied "I wanted to try my music, just forgetting a little bit about those boleros that everyone knows". He began working with the composers for the album a year before recording in a studio in 1992; in Miguel's words, he wanted to "discuss the works, the themes, and melodies; ... The creation of an album has to be part of me or else I would not be able to interpret it, or sing in it".On 24 August 1992, Mexican newspaper El Siglo de Torreón reported that Miguel had begun collaborating with David Foster and Juan Carlos Calderón on some compositions, along with English-speaking composers, and selecting cover versions for the album. He also received assistance from Cuban composer Rudy Pérez and Dominican singer-songwriter Juan Luis Guerra with the songwriting. Recording began on 4 July 1992. Miguel had difficulty finding a suitable producer for the record; he initially worked with American audio engineer Bruce Swedien, but decided to re-record the whole album after disagreements with Swedien's direction. Unable to find a producer, he decided to co-produce the album with his long-time associate Kiko Cibrian. Recording the album took almost a year and was affected by several complications, including its high budget of over US$1.5 million, his father's death, and an appendectomy. Miguel announced that the name of the album would be Aries during a presentation at the 1993 Festival Acapulco. About the naming of the album he said, "This album expresses my personal self. I had a lot to do. I produced everything and wanted to have a lot of fun, take what I like, and what better than the zodiacal sign representing what one is.".
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What was the name of the album that Miguel co-produced with Kiko Cibrian?
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task001_quoref_question_generation
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task001-00465b80f99546a4b60c53b2bb2f8770
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In 1991 Miguel released his eighth studio album, Romance, a collection of classic boleros, the oldest of which originated in the 1940s. The album, which was produced by Armando Manzanero and arranged by Bebu Silvetti, was a commercial success in Latin America and sold over seven million copies worldwide. It revived interest in the bolero genre and was the first record by a Spanish-speaking artist to be certified gold in Brazil, Taiwan, and the United States. In spite of the album's success, Miguel did not want to release a follow-up record that was similar to Romance. When asked why he chose not to record more boleros, he replied "I wanted to try my music, just forgetting a little bit about those boleros that everyone knows". He began working with the composers for the album a year before recording in a studio in 1992; in Miguel's words, he wanted to "discuss the works, the themes, and melodies; ... The creation of an album has to be part of me or else I would not be able to interpret it, or sing in it".On 24 August 1992, Mexican newspaper El Siglo de Torreón reported that Miguel had begun collaborating with David Foster and Juan Carlos Calderón on some compositions, along with English-speaking composers, and selecting cover versions for the album. He also received assistance from Cuban composer Rudy Pérez and Dominican singer-songwriter Juan Luis Guerra with the songwriting. Recording began on 4 July 1992. Miguel had difficulty finding a suitable producer for the record; he initially worked with American audio engineer Bruce Swedien, but decided to re-record the whole album after disagreements with Swedien's direction. Unable to find a producer, he decided to co-produce the album with his long-time associate Kiko Cibrian. Recording the album took almost a year and was affected by several complications, including its high budget of over US$1.5 million, his father's death, and an appendectomy. Miguel announced that the name of the album would be Aries during a presentation at the 1993 Festival Acapulco. About the naming of the album he said, "This album expresses my personal self. I had a lot to do. I produced everything and wanted to have a lot of fun, take what I like, and what better than the zodiacal sign representing what one is.".
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What was the name of the album that David Foster and Juan Carlos Calderon collaborated on?
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task001_quoref_question_generation
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task001-00465b80f99546a4b60c53b2bb2f8770
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In 1991 Miguel released his eighth studio album, Romance, a collection of classic boleros, the oldest of which originated in the 1940s. The album, which was produced by Armando Manzanero and arranged by Bebu Silvetti, was a commercial success in Latin America and sold over seven million copies worldwide. It revived interest in the bolero genre and was the first record by a Spanish-speaking artist to be certified gold in Brazil, Taiwan, and the United States. In spite of the album's success, Miguel did not want to release a follow-up record that was similar to Romance. When asked why he chose not to record more boleros, he replied "I wanted to try my music, just forgetting a little bit about those boleros that everyone knows". He began working with the composers for the album a year before recording in a studio in 1992; in Miguel's words, he wanted to "discuss the works, the themes, and melodies; ... The creation of an album has to be part of me or else I would not be able to interpret it, or sing in it".On 24 August 1992, Mexican newspaper El Siglo de Torreón reported that Miguel had begun collaborating with David Foster and Juan Carlos Calderón on some compositions, along with English-speaking composers, and selecting cover versions for the album. He also received assistance from Cuban composer Rudy Pérez and Dominican singer-songwriter Juan Luis Guerra with the songwriting. Recording began on 4 July 1992. Miguel had difficulty finding a suitable producer for the record; he initially worked with American audio engineer Bruce Swedien, but decided to re-record the whole album after disagreements with Swedien's direction. Unable to find a producer, he decided to co-produce the album with his long-time associate Kiko Cibrian. Recording the album took almost a year and was affected by several complications, including its high budget of over US$1.5 million, his father's death, and an appendectomy. Miguel announced that the name of the album would be Aries during a presentation at the 1993 Festival Acapulco. About the naming of the album he said, "This album expresses my personal self. I had a lot to do. I produced everything and wanted to have a lot of fun, take what I like, and what better than the zodiacal sign representing what one is.".
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Rudy Perez and Juan Luis Guerra assisted with the songwriting on what Miguel album?
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task001_quoref_question_generation
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task001-89d6cf5c0b0d4bdba7060ad5f0bf7158
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Dylan made two important career moves in August 1962: he legally changed his name to Bob Dylan, and he signed a management contract with Albert Grossman. (In June 1961, Dylan had signed an agreement with Roy Silver. In 1962, Grossman paid Silver $10,000 to become sole manager.) Grossman remained Dylan's manager until 1970, and was notable for his sometimes confrontational personality and for protective loyalty. Dylan said, "He was kind of like a Colonel Tom Parker figure ... you could smell him coming." Tension between Grossman and John Hammond led to Hammond suggesting that Dylan work with the young African-American jazz producer, Tom Wilson, who produced several tracks for the second album without formal credit. Wilson went on to produce the next three albums Dylan recorded.Dylan made his first trip to the United Kingdom from December 1962 to January 1963. He had been invited by TV director Philip Saville to appear in a drama, Madhouse on Castle Street, which Saville was directing for BBC Television. At the end of the play, Dylan performed "Blowin' in the Wind", one of its first public performances. The film recording of Madhouse on Castle Street was destroyed by the BBC in 1968. While in London, Dylan performed at London folk clubs, including the Troubadour, Les Cousins, and Bunjies. He also learned material from UK performers, including Martin Carthy.By the time of Dylan's second album, The Freewheelin' Bob Dylan, in May 1963, he had begun to make his name as a singer-songwriter. Many songs on this album were labeled protest songs, inspired partly by Guthrie and influenced by Pete Seeger's passion for topical songs. "Oxford Town", for example, was an account of James Meredith's ordeal as the first black student to risk enrollment at the University of Mississippi.The first song on the Freewheelin' album, "Blowin' in the Wind", partly derived its melody from the traditional slave song, "No More Auction Block", while its lyrics questioned the social and political status quo. The song was widely recorded by other artists and became a hit for Peter, Paul and Mary. Another Freewheelin' song, "A Hard Rain's a-Gonna Fall" was based on the folk ballad "Lord Randall". With veiled references to an impending apocalypse, the song gained more resonance when the Cuban Missile Crisis developed a few weeks after Dylan began performing it. Like "Blowin' in the Wind", "A Hard Rain's a-Gonna Fall" marked a new direction in songwriting, blending a stream-of-consciousness, imagist lyrical attack with traditional folk form.Dylan's topical songs improved his reputation, and he came to be seen as more than just a songwriter. Janet Maslin wrote of Freewheelin': "These were the songs that established [Dylan] as the voice of his generation—someone who implicitly understood how concerned young Americans felt about nuclear disarmament and the growing Civil Rights Movement: his mixture of moral authority and nonconformity was perhaps the most timely of his attributes." Freewheelin' also included love songs and surreal talking blues. Humor was an important part of Dylan's persona, and the range of material on the album impressed listeners, including the Beatles. George Harrison said of the album, "We just played it, just wore it out. The content of the song lyrics and just the attitude—it was incredibly original and wonderful."The rough edge of Dylan's singing was unsettling to some but an attraction to others. Novelist Joyce Carol Oates wrote: "When we first heard this raw, very young, and seemingly untrained voice, frankly nasal, as if sandpaper could sing, the effect was dramatic and electrifying." Many early songs reached the public through more palatable versions by other performers, such as Joan Baez, who became Dylan's advocate as well as his lover. Baez was influential in bringing Dylan to prominence by recording several of his early songs and inviting him on stage during her concerts. "It didn't take long before people got it, that he was pretty damned special," says Baez.Others who had hits with Dylan's songs in the early 1960s included the Byrds, Sonny & Cher, the Hollies, Peter, Paul and Mary, the Association, Manfred Mann and the Turtles. Most attempted a pop feel and rhythm, while Dylan and Baez performed them mostly as sparse folk songs. The covers became so ubiquitous that CBS promoted him with the slogan "Nobody Sings Dylan Like Dylan"."Mixed-Up Confusion", recorded during the Freewheelin' sessions with a backing band, was released as a single and then quickly withdrawn. In contrast to the mostly solo acoustic performances on the album, the single showed a willingness to experiment with a rockabilly sound. Cameron Crowe described it as "a fascinating look at a folk artist with his mind wandering towards Elvis Presley and Sun Records".
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What is the name of the single released by the man who many artists covered that showed a willingness to experiment with a rockabilly sound?
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task001_quoref_question_generation
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task001-89d6cf5c0b0d4bdba7060ad5f0bf7158
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Dylan made two important career moves in August 1962: he legally changed his name to Bob Dylan, and he signed a management contract with Albert Grossman. (In June 1961, Dylan had signed an agreement with Roy Silver. In 1962, Grossman paid Silver $10,000 to become sole manager.) Grossman remained Dylan's manager until 1970, and was notable for his sometimes confrontational personality and for protective loyalty. Dylan said, "He was kind of like a Colonel Tom Parker figure ... you could smell him coming." Tension between Grossman and John Hammond led to Hammond suggesting that Dylan work with the young African-American jazz producer, Tom Wilson, who produced several tracks for the second album without formal credit. Wilson went on to produce the next three albums Dylan recorded.Dylan made his first trip to the United Kingdom from December 1962 to January 1963. He had been invited by TV director Philip Saville to appear in a drama, Madhouse on Castle Street, which Saville was directing for BBC Television. At the end of the play, Dylan performed "Blowin' in the Wind", one of its first public performances. The film recording of Madhouse on Castle Street was destroyed by the BBC in 1968. While in London, Dylan performed at London folk clubs, including the Troubadour, Les Cousins, and Bunjies. He also learned material from UK performers, including Martin Carthy.By the time of Dylan's second album, The Freewheelin' Bob Dylan, in May 1963, he had begun to make his name as a singer-songwriter. Many songs on this album were labeled protest songs, inspired partly by Guthrie and influenced by Pete Seeger's passion for topical songs. "Oxford Town", for example, was an account of James Meredith's ordeal as the first black student to risk enrollment at the University of Mississippi.The first song on the Freewheelin' album, "Blowin' in the Wind", partly derived its melody from the traditional slave song, "No More Auction Block", while its lyrics questioned the social and political status quo. The song was widely recorded by other artists and became a hit for Peter, Paul and Mary. Another Freewheelin' song, "A Hard Rain's a-Gonna Fall" was based on the folk ballad "Lord Randall". With veiled references to an impending apocalypse, the song gained more resonance when the Cuban Missile Crisis developed a few weeks after Dylan began performing it. Like "Blowin' in the Wind", "A Hard Rain's a-Gonna Fall" marked a new direction in songwriting, blending a stream-of-consciousness, imagist lyrical attack with traditional folk form.Dylan's topical songs improved his reputation, and he came to be seen as more than just a songwriter. Janet Maslin wrote of Freewheelin': "These were the songs that established [Dylan] as the voice of his generation—someone who implicitly understood how concerned young Americans felt about nuclear disarmament and the growing Civil Rights Movement: his mixture of moral authority and nonconformity was perhaps the most timely of his attributes." Freewheelin' also included love songs and surreal talking blues. Humor was an important part of Dylan's persona, and the range of material on the album impressed listeners, including the Beatles. George Harrison said of the album, "We just played it, just wore it out. The content of the song lyrics and just the attitude—it was incredibly original and wonderful."The rough edge of Dylan's singing was unsettling to some but an attraction to others. Novelist Joyce Carol Oates wrote: "When we first heard this raw, very young, and seemingly untrained voice, frankly nasal, as if sandpaper could sing, the effect was dramatic and electrifying." Many early songs reached the public through more palatable versions by other performers, such as Joan Baez, who became Dylan's advocate as well as his lover. Baez was influential in bringing Dylan to prominence by recording several of his early songs and inviting him on stage during her concerts. "It didn't take long before people got it, that he was pretty damned special," says Baez.Others who had hits with Dylan's songs in the early 1960s included the Byrds, Sonny & Cher, the Hollies, Peter, Paul and Mary, the Association, Manfred Mann and the Turtles. Most attempted a pop feel and rhythm, while Dylan and Baez performed them mostly as sparse folk songs. The covers became so ubiquitous that CBS promoted him with the slogan "Nobody Sings Dylan Like Dylan"."Mixed-Up Confusion", recorded during the Freewheelin' sessions with a backing band, was released as a single and then quickly withdrawn. In contrast to the mostly solo acoustic performances on the album, the single showed a willingness to experiment with a rockabilly sound. Cameron Crowe described it as "a fascinating look at a folk artist with his mind wandering towards Elvis Presley and Sun Records".
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What is the last name of the artist that helped bring the man who changed his name to Bob Dylan to prominence by recording her own version of some of his songs?
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task001_quoref_question_generation
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task001-8279381d029e481591452aa3e0218a0a
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In the seventeenth century, Sir Simon de Canterville is forced by the Code of Chivalry to engage in a duel on behalf of his brother, but flees to the family castle when his opponent is substituted for a giant, the Bold Sir Guy (played by an uncredited Tor Johnson). His proud father, Lord Canterville, refuses to acknowledge that his son has disgraced the family name, even when shown in front of witnesses where Simon is cowering. The father has the only entrance to his son's hiding place bricked over as proof that Simon is not there, ignoring Simon's pleas for mercy. Lord Canterville then curses his doomed cowardly son to find no rest until "a kinsman shall perform an act of bravery" in his name.
Next, during World War II, US Army Rangers are billeted in the castle, owned now by a six-year-old Lady Jessica de Canterville. One of the men is Cuffy Williams. The Rangers encounter Sir Simon but rather than being terrorized, humiliate the ghost with a mock haunting. With Cuffy's help, Jessica overcomes her own terror of the ghost. Jessica discovers that Cuffy is a Canterville by a distinctive birthmark. Together, the two meet and learn the fate of their ghostly ancestor. One night, Simon takes Cuffy on a tour of the family portrait gallery, recounting the cowardly act of each descendant. Cuffy scoffs at Simon's misgivings and boasts that he is different.
However, when the moment of crisis comes, Cuffy seems to be a true Canterville and is paralyzed by fear in combat. Disgraced and leaving the Rangers, Cuffy is faced with an unexploded parachute mine threatening his platoon with destruction and is again overcome with fear. However, when Lady Jessica inadvertently activates the mine trying to inspire him, Cuffy hitches the bomb behind a jeep and steers it into a ravine. The courageous act finally frees Sir Simon from his centuries of bondage.
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What is the full name of the person whose ghost haunts the castle?
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task001_quoref_question_generation
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task001-8279381d029e481591452aa3e0218a0a
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In the seventeenth century, Sir Simon de Canterville is forced by the Code of Chivalry to engage in a duel on behalf of his brother, but flees to the family castle when his opponent is substituted for a giant, the Bold Sir Guy (played by an uncredited Tor Johnson). His proud father, Lord Canterville, refuses to acknowledge that his son has disgraced the family name, even when shown in front of witnesses where Simon is cowering. The father has the only entrance to his son's hiding place bricked over as proof that Simon is not there, ignoring Simon's pleas for mercy. Lord Canterville then curses his doomed cowardly son to find no rest until "a kinsman shall perform an act of bravery" in his name.
Next, during World War II, US Army Rangers are billeted in the castle, owned now by a six-year-old Lady Jessica de Canterville. One of the men is Cuffy Williams. The Rangers encounter Sir Simon but rather than being terrorized, humiliate the ghost with a mock haunting. With Cuffy's help, Jessica overcomes her own terror of the ghost. Jessica discovers that Cuffy is a Canterville by a distinctive birthmark. Together, the two meet and learn the fate of their ghostly ancestor. One night, Simon takes Cuffy on a tour of the family portrait gallery, recounting the cowardly act of each descendant. Cuffy scoffs at Simon's misgivings and boasts that he is different.
However, when the moment of crisis comes, Cuffy seems to be a true Canterville and is paralyzed by fear in combat. Disgraced and leaving the Rangers, Cuffy is faced with an unexploded parachute mine threatening his platoon with destruction and is again overcome with fear. However, when Lady Jessica inadvertently activates the mine trying to inspire him, Cuffy hitches the bomb behind a jeep and steers it into a ravine. The courageous act finally frees Sir Simon from his centuries of bondage.
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What is the full name of the person who has a distinctive birthmark?
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task001_quoref_question_generation
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task001-8279381d029e481591452aa3e0218a0a
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: In the seventeenth century, Sir Simon de Canterville is forced by the Code of Chivalry to engage in a duel on behalf of his brother, but flees to the family castle when his opponent is substituted for a giant, the Bold Sir Guy (played by an uncredited Tor Johnson). His proud father, Lord Canterville, refuses to acknowledge that his son has disgraced the family name, even when shown in front of witnesses where Simon is cowering. The father has the only entrance to his son's hiding place bricked over as proof that Simon is not there, ignoring Simon's pleas for mercy. Lord Canterville then curses his doomed cowardly son to find no rest until "a kinsman shall perform an act of bravery" in his name.
Next, during World War II, US Army Rangers are billeted in the castle, owned now by a six-year-old Lady Jessica de Canterville. One of the men is Cuffy Williams. The Rangers encounter Sir Simon but rather than being terrorized, humiliate the ghost with a mock haunting. With Cuffy's help, Jessica overcomes her own terror of the ghost. Jessica discovers that Cuffy is a Canterville by a distinctive birthmark. Together, the two meet and learn the fate of their ghostly ancestor. One night, Simon takes Cuffy on a tour of the family portrait gallery, recounting the cowardly act of each descendant. Cuffy scoffs at Simon's misgivings and boasts that he is different.
However, when the moment of crisis comes, Cuffy seems to be a true Canterville and is paralyzed by fear in combat. Disgraced and leaving the Rangers, Cuffy is faced with an unexploded parachute mine threatening his platoon with destruction and is again overcome with fear. However, when Lady Jessica inadvertently activates the mine trying to inspire him, Cuffy hitches the bomb behind a jeep and steers it into a ravine. The courageous act finally frees Sir Simon from his centuries of bondage.
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What is the full name of the person whose courageous act frees Sir Simon?
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task001_quoref_question_generation
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task001-28ddb4c3028b43b78328191e40fa506b
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Manchester has a disproportionately high number of gay and lesbian people. Of all households in Manchester, 0.23% were Same-Sex Civil Partnership couple households, compared to the English national average of 0.16% in 2011.In terms of ethnic composition, the City of Manchester has the highest non-white proportion of any district in Greater Manchester. Statistics from the 2011 census showed that 66.7% of the population was White (59.3% White British, 2.4% White Irish, 0.1% Gypsy or Irish Traveller, 4.9% Other White – although those of mixed European and British ethnic groups is unknown; there are reportedly over 25,000 Mancunians of at least partial Italian descent alone which represents 5.5% of the city's population). 4.7% were mixed race (1.8% White and Black Caribbean, 0.9% White and Black African, 1.0% White and Asian, 1.0% Other Mixed), 17.1% Asian (2.3% Indian, 8.5% Pakistani, 1.3% Bangladeshi, 2.7% Chinese, 2.3% Other Asian), 8.6% Black (5.1% African, 1.6% Other Black), 1.9% Arab and 1.2% of other ethnic heritage.Kidd identifies Moss Side, Longsight, Cheetham Hill, Rusholme, as centres of population for ethnic minorities. Manchester's Irish Festival, including a St Patrick's Day parade, is one of Europe's largest. There is also a well-established Chinatown in the city with a substantial number of oriental restaurants and Chinese supermarkets. The area also attracts large numbers of Chinese students to the city who, in attending the local universities, contribute to Manchester having the third-largest Chinese population in Europe.The Manchester Larger Urban Zone, a Eurostat measure of the functional city-region approximated to local government districts, has a population of 2,539,100 in 2004. In addition to Manchester itself, the LUZ includes the remainder of the county of Greater Manchester. The Manchester LUZ is the second largest within the United Kingdom, behind that of London.
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What areas are identified as centres of population for ethnic minorities?
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task001_quoref_question_generation
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task001-28ddb4c3028b43b78328191e40fa506b
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Manchester has a disproportionately high number of gay and lesbian people. Of all households in Manchester, 0.23% were Same-Sex Civil Partnership couple households, compared to the English national average of 0.16% in 2011.In terms of ethnic composition, the City of Manchester has the highest non-white proportion of any district in Greater Manchester. Statistics from the 2011 census showed that 66.7% of the population was White (59.3% White British, 2.4% White Irish, 0.1% Gypsy or Irish Traveller, 4.9% Other White – although those of mixed European and British ethnic groups is unknown; there are reportedly over 25,000 Mancunians of at least partial Italian descent alone which represents 5.5% of the city's population). 4.7% were mixed race (1.8% White and Black Caribbean, 0.9% White and Black African, 1.0% White and Asian, 1.0% Other Mixed), 17.1% Asian (2.3% Indian, 8.5% Pakistani, 1.3% Bangladeshi, 2.7% Chinese, 2.3% Other Asian), 8.6% Black (5.1% African, 1.6% Other Black), 1.9% Arab and 1.2% of other ethnic heritage.Kidd identifies Moss Side, Longsight, Cheetham Hill, Rusholme, as centres of population for ethnic minorities. Manchester's Irish Festival, including a St Patrick's Day parade, is one of Europe's largest. There is also a well-established Chinatown in the city with a substantial number of oriental restaurants and Chinese supermarkets. The area also attracts large numbers of Chinese students to the city who, in attending the local universities, contribute to Manchester having the third-largest Chinese population in Europe.The Manchester Larger Urban Zone, a Eurostat measure of the functional city-region approximated to local government districts, has a population of 2,539,100 in 2004. In addition to Manchester itself, the LUZ includes the remainder of the county of Greater Manchester. The Manchester LUZ is the second largest within the United Kingdom, behind that of London.
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What two types of businesses are there a substantial number of in Chinatown?
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task001_quoref_question_generation
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task001-28ddb4c3028b43b78328191e40fa506b
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Manchester has a disproportionately high number of gay and lesbian people. Of all households in Manchester, 0.23% were Same-Sex Civil Partnership couple households, compared to the English national average of 0.16% in 2011.In terms of ethnic composition, the City of Manchester has the highest non-white proportion of any district in Greater Manchester. Statistics from the 2011 census showed that 66.7% of the population was White (59.3% White British, 2.4% White Irish, 0.1% Gypsy or Irish Traveller, 4.9% Other White – although those of mixed European and British ethnic groups is unknown; there are reportedly over 25,000 Mancunians of at least partial Italian descent alone which represents 5.5% of the city's population). 4.7% were mixed race (1.8% White and Black Caribbean, 0.9% White and Black African, 1.0% White and Asian, 1.0% Other Mixed), 17.1% Asian (2.3% Indian, 8.5% Pakistani, 1.3% Bangladeshi, 2.7% Chinese, 2.3% Other Asian), 8.6% Black (5.1% African, 1.6% Other Black), 1.9% Arab and 1.2% of other ethnic heritage.Kidd identifies Moss Side, Longsight, Cheetham Hill, Rusholme, as centres of population for ethnic minorities. Manchester's Irish Festival, including a St Patrick's Day parade, is one of Europe's largest. There is also a well-established Chinatown in the city with a substantial number of oriental restaurants and Chinese supermarkets. The area also attracts large numbers of Chinese students to the city who, in attending the local universities, contribute to Manchester having the third-largest Chinese population in Europe.The Manchester Larger Urban Zone, a Eurostat measure of the functional city-region approximated to local government districts, has a population of 2,539,100 in 2004. In addition to Manchester itself, the LUZ includes the remainder of the county of Greater Manchester. The Manchester LUZ is the second largest within the United Kingdom, behind that of London.
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What types of people contribute to Manchester having the third largest Chinese population in Europe?
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task001_quoref_question_generation
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task001-741522afc02f4c70bd697a57bd3be68b
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: The film opens with Stanley on his boat in the middle of Summit Lake. After speaking with his agent, Regan over the phone, Stanley accesses a hidden room in his house revealing a young woman who is chained to the floor by her ankle. He greets the woman and calls her Kimberly as he places a plate of food in front of her. When he leaves the room, Kimberly walks over to the mirror and begins to cry, unaware that Stanley is studying her on the other side.
Afterwards, Stanley brings her a fresh change of clothes and instructs her to dress, before gagging her with an orange and binding her hands behind her back. He forcibly escorts her onto his boat and drives out to the middle of Summit Lake, where he ties a cement block around her ankles. Curious about her predicament, he asks Kimberly how she feels, but the terrified woman does not respond. Stanley then pushes her into the lake, but promptly pulls her back up by the hair to study her expression before letting her sink to the bottom.
Later, Stanley returns home to resume working on his script using the details he had gleaned from his latest victim. The next morning, he dives to the bottom of Summit Lake to tend his "garden", which consists of several women kidnapped and drowned in a similar fashion. Seeking yet another victim, Stanley discovers Mallory, a young woman working at a movie theater. Intrigued by her self-confessed fear of water, Stanley follows Mallory after she leaves work and swerves in front of her, slamming the brakes on his van and forcing their vehicles to collide.
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Who is keeping Kimberly locked up?
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task001_quoref_question_generation
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task001-741522afc02f4c70bd697a57bd3be68b
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: The film opens with Stanley on his boat in the middle of Summit Lake. After speaking with his agent, Regan over the phone, Stanley accesses a hidden room in his house revealing a young woman who is chained to the floor by her ankle. He greets the woman and calls her Kimberly as he places a plate of food in front of her. When he leaves the room, Kimberly walks over to the mirror and begins to cry, unaware that Stanley is studying her on the other side.
Afterwards, Stanley brings her a fresh change of clothes and instructs her to dress, before gagging her with an orange and binding her hands behind her back. He forcibly escorts her onto his boat and drives out to the middle of Summit Lake, where he ties a cement block around her ankles. Curious about her predicament, he asks Kimberly how she feels, but the terrified woman does not respond. Stanley then pushes her into the lake, but promptly pulls her back up by the hair to study her expression before letting her sink to the bottom.
Later, Stanley returns home to resume working on his script using the details he had gleaned from his latest victim. The next morning, he dives to the bottom of Summit Lake to tend his "garden", which consists of several women kidnapped and drowned in a similar fashion. Seeking yet another victim, Stanley discovers Mallory, a young woman working at a movie theater. Intrigued by her self-confessed fear of water, Stanley follows Mallory after she leaves work and swerves in front of her, slamming the brakes on his van and forcing their vehicles to collide.
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What is used to keep the girl chained to the floor from speaking?
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task001_quoref_question_generation
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task001-741522afc02f4c70bd697a57bd3be68b
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: The film opens with Stanley on his boat in the middle of Summit Lake. After speaking with his agent, Regan over the phone, Stanley accesses a hidden room in his house revealing a young woman who is chained to the floor by her ankle. He greets the woman and calls her Kimberly as he places a plate of food in front of her. When he leaves the room, Kimberly walks over to the mirror and begins to cry, unaware that Stanley is studying her on the other side.
Afterwards, Stanley brings her a fresh change of clothes and instructs her to dress, before gagging her with an orange and binding her hands behind her back. He forcibly escorts her onto his boat and drives out to the middle of Summit Lake, where he ties a cement block around her ankles. Curious about her predicament, he asks Kimberly how she feels, but the terrified woman does not respond. Stanley then pushes her into the lake, but promptly pulls her back up by the hair to study her expression before letting her sink to the bottom.
Later, Stanley returns home to resume working on his script using the details he had gleaned from his latest victim. The next morning, he dives to the bottom of Summit Lake to tend his "garden", which consists of several women kidnapped and drowned in a similar fashion. Seeking yet another victim, Stanley discovers Mallory, a young woman working at a movie theater. Intrigued by her self-confessed fear of water, Stanley follows Mallory after she leaves work and swerves in front of her, slamming the brakes on his van and forcing their vehicles to collide.
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Who does Regan's client kill?
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task001_quoref_question_generation
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task001-741522afc02f4c70bd697a57bd3be68b
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: The film opens with Stanley on his boat in the middle of Summit Lake. After speaking with his agent, Regan over the phone, Stanley accesses a hidden room in his house revealing a young woman who is chained to the floor by her ankle. He greets the woman and calls her Kimberly as he places a plate of food in front of her. When he leaves the room, Kimberly walks over to the mirror and begins to cry, unaware that Stanley is studying her on the other side.
Afterwards, Stanley brings her a fresh change of clothes and instructs her to dress, before gagging her with an orange and binding her hands behind her back. He forcibly escorts her onto his boat and drives out to the middle of Summit Lake, where he ties a cement block around her ankles. Curious about her predicament, he asks Kimberly how she feels, but the terrified woman does not respond. Stanley then pushes her into the lake, but promptly pulls her back up by the hair to study her expression before letting her sink to the bottom.
Later, Stanley returns home to resume working on his script using the details he had gleaned from his latest victim. The next morning, he dives to the bottom of Summit Lake to tend his "garden", which consists of several women kidnapped and drowned in a similar fashion. Seeking yet another victim, Stanley discovers Mallory, a young woman working at a movie theater. Intrigued by her self-confessed fear of water, Stanley follows Mallory after she leaves work and swerves in front of her, slamming the brakes on his van and forcing their vehicles to collide.
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Who does Stanley intend to add to his "garden" after Kimberly?
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task001_quoref_question_generation
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task001-741522afc02f4c70bd697a57bd3be68b
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: The film opens with Stanley on his boat in the middle of Summit Lake. After speaking with his agent, Regan over the phone, Stanley accesses a hidden room in his house revealing a young woman who is chained to the floor by her ankle. He greets the woman and calls her Kimberly as he places a plate of food in front of her. When he leaves the room, Kimberly walks over to the mirror and begins to cry, unaware that Stanley is studying her on the other side.
Afterwards, Stanley brings her a fresh change of clothes and instructs her to dress, before gagging her with an orange and binding her hands behind her back. He forcibly escorts her onto his boat and drives out to the middle of Summit Lake, where he ties a cement block around her ankles. Curious about her predicament, he asks Kimberly how she feels, but the terrified woman does not respond. Stanley then pushes her into the lake, but promptly pulls her back up by the hair to study her expression before letting her sink to the bottom.
Later, Stanley returns home to resume working on his script using the details he had gleaned from his latest victim. The next morning, he dives to the bottom of Summit Lake to tend his "garden", which consists of several women kidnapped and drowned in a similar fashion. Seeking yet another victim, Stanley discovers Mallory, a young woman working at a movie theater. Intrigued by her self-confessed fear of water, Stanley follows Mallory after she leaves work and swerves in front of her, slamming the brakes on his van and forcing their vehicles to collide.
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Where is the corpse of the woman Stanley kept chained to the floor?
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task001_quoref_question_generation
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task001-72ec1ea3fae14b6e8a71d03e84054c4e
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Dagwood Bumstead has been caught possessing illegal fireworks, and he tries to make up for this by taking his wife, Blondie, to Aunt Hannah's ranch for Fourth of July celebrations. The ranch is a peaceful place in the country, but trouble starts already on the way over there, when the Bumsteads board the wrong train and have to hitchhike most of the way.
The young couple that picks them up, Millie and Charlie, are on their way to get married and elope together, without their parents' consents. The Bumsteads have to accompany the young couple to court and the wedding ceremony, but the wedding is interrupted by Millie's father, Mr. Tucker, storming in with a shotgun.
Mr. Tucker then takes the car, with Dagwood, his son, and their dog still in it, and drives off. Charlie is forced to take Blondie to Aunt Hannah's ranch, and she encourages him to have another go at marrying Millie and elope. Unfortunately he twists his ankle on the way, and a reluctant Dagwood has to take his place and go and fetch Millie from her (and her father's) home.
Dagwood accidentally climbs through the window to Millie's father's bedroom, and is held at gunpoint. He flees head over heels and is chased around the property. His son discovers what he thinks is some kind of fireworks and lights it, but it is in fact a dynamite stick. When the dynamite explodes it rips up a hole in the ground, and in doing so, opens up an oil well.
Millie's father is so happy over the new source of income that he consents to Charlie marrying his daughter after all, and the Bumsteads finish their weekend holiday at the hospital, in peace and quiet.
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What does the bride's father take?
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task001_quoref_question_generation
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task001-3fadb14f21da4625b3270ae56dcf04d9
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Noted residents in the Caversham area have included members of the Sidey family, several of whom were local or national politicians. Among these was Thomas Sidey, New Zealand Attorney General 1928–31. Sidey Park, close to the northern edge of the Caversham bypass, and Sidey Street in Corstorphine are both named in his honour.
Captain William Cargill, founder of the Otago settlement, lived just to the northeast of Caversham above The Glen; his house "Hillside" gave its name to Hillside Road, which was at one time called Cargill Road. The area around the site of Cargill's long-demolished house between The Glen and Kensington is still referred to as Hillside. Cargill's Corner, the major road junction at the South Dunedin end of Hillside Road, is also named in his honour.
Architect Edmund Anscombe was a Caversham resident. Anscombe was responsible for numerous important buildings in early 20th century New Zealand, many of which survive to the present day. Among them are the Sarjeant Art Gallery in Wanganui and the Former Post and Telegraph Building in Wellington. Noted local buildings with work by Anscombe include extensions to the University of Otago Clocktower complex in Dunedin North, the main building of Otago Girls' High School in central Dunedin, and the Allied Press building in Lower Stuart Street, Dunedin.
Another notable local resident was surveyor and architect John Turnbull Thomson. Thomson was Chief Surveyor of the Otago Province from 1856 to 1873, and Surveyor-General of New Zealand from 1876 to 1879. During his time as provincial Chief Surveyor, Thomson explored and mapped large sections of the interior of the southern South Island. Many of the place names in this region reflect Thomson's Northumbrian origins, with prosaic names in the form of a Northumbrian dialectic name for an animal. As a result, the area is still occasionally referred to as "Thomson's Barnyard" or "The Farmyard Patch".Among sportspeople with Caversham connections, Australian Test cricketer and 1931 Wisden Cricketer of the year Clarrie Grimmett is perhaps the best known. Grimmett, the first player to take 200 Test wickets, was born in the suburb on Christmas Day, 1891. Noted rugby union administrators "Old Vic" Cavanagh and "Young Vic" Cavanagh were also born in Caversham. Between them, the father and son were responsible for changes to the way the game of rugby union was played through their innovative coaching methods and tactics.
The cricketer, poet, songwriter and teacher Robert J. Pope (1865–1949) was also born in Caversham.
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What is the full name of the person that worked on the buildings of Otago Girls' High School in central Dunedin?
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task001_quoref_question_generation
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task001-3fadb14f21da4625b3270ae56dcf04d9
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
|
Passage: Noted residents in the Caversham area have included members of the Sidey family, several of whom were local or national politicians. Among these was Thomas Sidey, New Zealand Attorney General 1928–31. Sidey Park, close to the northern edge of the Caversham bypass, and Sidey Street in Corstorphine are both named in his honour.
Captain William Cargill, founder of the Otago settlement, lived just to the northeast of Caversham above The Glen; his house "Hillside" gave its name to Hillside Road, which was at one time called Cargill Road. The area around the site of Cargill's long-demolished house between The Glen and Kensington is still referred to as Hillside. Cargill's Corner, the major road junction at the South Dunedin end of Hillside Road, is also named in his honour.
Architect Edmund Anscombe was a Caversham resident. Anscombe was responsible for numerous important buildings in early 20th century New Zealand, many of which survive to the present day. Among them are the Sarjeant Art Gallery in Wanganui and the Former Post and Telegraph Building in Wellington. Noted local buildings with work by Anscombe include extensions to the University of Otago Clocktower complex in Dunedin North, the main building of Otago Girls' High School in central Dunedin, and the Allied Press building in Lower Stuart Street, Dunedin.
Another notable local resident was surveyor and architect John Turnbull Thomson. Thomson was Chief Surveyor of the Otago Province from 1856 to 1873, and Surveyor-General of New Zealand from 1876 to 1879. During his time as provincial Chief Surveyor, Thomson explored and mapped large sections of the interior of the southern South Island. Many of the place names in this region reflect Thomson's Northumbrian origins, with prosaic names in the form of a Northumbrian dialectic name for an animal. As a result, the area is still occasionally referred to as "Thomson's Barnyard" or "The Farmyard Patch".Among sportspeople with Caversham connections, Australian Test cricketer and 1931 Wisden Cricketer of the year Clarrie Grimmett is perhaps the best known. Grimmett, the first player to take 200 Test wickets, was born in the suburb on Christmas Day, 1891. Noted rugby union administrators "Old Vic" Cavanagh and "Young Vic" Cavanagh were also born in Caversham. Between them, the father and son were responsible for changes to the way the game of rugby union was played through their innovative coaching methods and tactics.
The cricketer, poet, songwriter and teacher Robert J. Pope (1865–1949) was also born in Caversham.
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What is the full name of the person that worked on the Allied Press building in Lower Stuart Street?
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task001_quoref_question_generation
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task001-3fadb14f21da4625b3270ae56dcf04d9
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Noted residents in the Caversham area have included members of the Sidey family, several of whom were local or national politicians. Among these was Thomas Sidey, New Zealand Attorney General 1928–31. Sidey Park, close to the northern edge of the Caversham bypass, and Sidey Street in Corstorphine are both named in his honour.
Captain William Cargill, founder of the Otago settlement, lived just to the northeast of Caversham above The Glen; his house "Hillside" gave its name to Hillside Road, which was at one time called Cargill Road. The area around the site of Cargill's long-demolished house between The Glen and Kensington is still referred to as Hillside. Cargill's Corner, the major road junction at the South Dunedin end of Hillside Road, is also named in his honour.
Architect Edmund Anscombe was a Caversham resident. Anscombe was responsible for numerous important buildings in early 20th century New Zealand, many of which survive to the present day. Among them are the Sarjeant Art Gallery in Wanganui and the Former Post and Telegraph Building in Wellington. Noted local buildings with work by Anscombe include extensions to the University of Otago Clocktower complex in Dunedin North, the main building of Otago Girls' High School in central Dunedin, and the Allied Press building in Lower Stuart Street, Dunedin.
Another notable local resident was surveyor and architect John Turnbull Thomson. Thomson was Chief Surveyor of the Otago Province from 1856 to 1873, and Surveyor-General of New Zealand from 1876 to 1879. During his time as provincial Chief Surveyor, Thomson explored and mapped large sections of the interior of the southern South Island. Many of the place names in this region reflect Thomson's Northumbrian origins, with prosaic names in the form of a Northumbrian dialectic name for an animal. As a result, the area is still occasionally referred to as "Thomson's Barnyard" or "The Farmyard Patch".Among sportspeople with Caversham connections, Australian Test cricketer and 1931 Wisden Cricketer of the year Clarrie Grimmett is perhaps the best known. Grimmett, the first player to take 200 Test wickets, was born in the suburb on Christmas Day, 1891. Noted rugby union administrators "Old Vic" Cavanagh and "Young Vic" Cavanagh were also born in Caversham. Between them, the father and son were responsible for changes to the way the game of rugby union was played through their innovative coaching methods and tactics.
The cricketer, poet, songwriter and teacher Robert J. Pope (1865–1949) was also born in Caversham.
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What is the full name of the person that was born on Christmas day?
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task001_quoref_question_generation
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task001-2aaa4ea5ae86461286f200ce270d777b
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Constance Harding is an unhappy orphan who will soon graduate from Miss Wiggins' school for girls. Her only real relatives are members from the James Clinton family, but they show little interest in the teenager. She is brought to New York by one of their butlers, where she moves in with a bunch of snobs. The upperclass people are not impressed with her, but Connie is able to befriend the servants.
One afternoon, her cousin Barbara Clinton orders Connie to stop Ted Drake from going riding without her. Connie tries the best she can, which results in embarrassing herself. She has secretly fallen in love with him and is filled with joy when she learns the Drake family is organizing a ball. The servants raise money to buy her a fashionable dress. However, Barbara spreads a lie and Connie is eventually prohibited from attending the ball.
Connie is heartbroken, until the servants arrange a limousine she can use until midnight. Meanwhile, the police detain the Clinton family car until almost midnight when they can be brought before a judge, since the chauffeur is missing the vehicle's proof of ownership. At the ball, everyone is impressed with her singing talents. Ted notices her and tries to charm her. They eventually kiss, when Connie realizes it is midnight. She runs off, but accidentally leaves one of her slippers behind. Ted finds the slipper and tries to locate the owner.
Arriving at the ball just before midnight, Barbara spots Connie leaving the ball. Infuriated, she tries to break Connie's confidence and fires all the servants. The next day, Connie is missing as well, and her uncle James berates Grace, Barbara, and Walter for their hostile/indifferent attitude to Connie. Meanwhile, Connie returns to Miss Wiggins' school in the hope of becoming a music teacher. Ted follows her and they reunite in the end.
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What is the full name of Barbara's cousin?
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task001_quoref_question_generation
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task001-2aaa4ea5ae86461286f200ce270d777b
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Constance Harding is an unhappy orphan who will soon graduate from Miss Wiggins' school for girls. Her only real relatives are members from the James Clinton family, but they show little interest in the teenager. She is brought to New York by one of their butlers, where she moves in with a bunch of snobs. The upperclass people are not impressed with her, but Connie is able to befriend the servants.
One afternoon, her cousin Barbara Clinton orders Connie to stop Ted Drake from going riding without her. Connie tries the best she can, which results in embarrassing herself. She has secretly fallen in love with him and is filled with joy when she learns the Drake family is organizing a ball. The servants raise money to buy her a fashionable dress. However, Barbara spreads a lie and Connie is eventually prohibited from attending the ball.
Connie is heartbroken, until the servants arrange a limousine she can use until midnight. Meanwhile, the police detain the Clinton family car until almost midnight when they can be brought before a judge, since the chauffeur is missing the vehicle's proof of ownership. At the ball, everyone is impressed with her singing talents. Ted notices her and tries to charm her. They eventually kiss, when Connie realizes it is midnight. She runs off, but accidentally leaves one of her slippers behind. Ted finds the slipper and tries to locate the owner.
Arriving at the ball just before midnight, Barbara spots Connie leaving the ball. Infuriated, she tries to break Connie's confidence and fires all the servants. The next day, Connie is missing as well, and her uncle James berates Grace, Barbara, and Walter for their hostile/indifferent attitude to Connie. Meanwhile, Connie returns to Miss Wiggins' school in the hope of becoming a music teacher. Ted follows her and they reunite in the end.
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What is Constance's nickname or alias?
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task001_quoref_question_generation
|
task001-2aaa4ea5ae86461286f200ce270d777b
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
|
Passage: Constance Harding is an unhappy orphan who will soon graduate from Miss Wiggins' school for girls. Her only real relatives are members from the James Clinton family, but they show little interest in the teenager. She is brought to New York by one of their butlers, where she moves in with a bunch of snobs. The upperclass people are not impressed with her, but Connie is able to befriend the servants.
One afternoon, her cousin Barbara Clinton orders Connie to stop Ted Drake from going riding without her. Connie tries the best she can, which results in embarrassing herself. She has secretly fallen in love with him and is filled with joy when she learns the Drake family is organizing a ball. The servants raise money to buy her a fashionable dress. However, Barbara spreads a lie and Connie is eventually prohibited from attending the ball.
Connie is heartbroken, until the servants arrange a limousine she can use until midnight. Meanwhile, the police detain the Clinton family car until almost midnight when they can be brought before a judge, since the chauffeur is missing the vehicle's proof of ownership. At the ball, everyone is impressed with her singing talents. Ted notices her and tries to charm her. They eventually kiss, when Connie realizes it is midnight. She runs off, but accidentally leaves one of her slippers behind. Ted finds the slipper and tries to locate the owner.
Arriving at the ball just before midnight, Barbara spots Connie leaving the ball. Infuriated, she tries to break Connie's confidence and fires all the servants. The next day, Connie is missing as well, and her uncle James berates Grace, Barbara, and Walter for their hostile/indifferent attitude to Connie. Meanwhile, Connie returns to Miss Wiggins' school in the hope of becoming a music teacher. Ted follows her and they reunite in the end.
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What is the orphan's nickname?
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task001_quoref_question_generation
|
task001-2aaa4ea5ae86461286f200ce270d777b
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
|
Passage: Constance Harding is an unhappy orphan who will soon graduate from Miss Wiggins' school for girls. Her only real relatives are members from the James Clinton family, but they show little interest in the teenager. She is brought to New York by one of their butlers, where she moves in with a bunch of snobs. The upperclass people are not impressed with her, but Connie is able to befriend the servants.
One afternoon, her cousin Barbara Clinton orders Connie to stop Ted Drake from going riding without her. Connie tries the best she can, which results in embarrassing herself. She has secretly fallen in love with him and is filled with joy when she learns the Drake family is organizing a ball. The servants raise money to buy her a fashionable dress. However, Barbara spreads a lie and Connie is eventually prohibited from attending the ball.
Connie is heartbroken, until the servants arrange a limousine she can use until midnight. Meanwhile, the police detain the Clinton family car until almost midnight when they can be brought before a judge, since the chauffeur is missing the vehicle's proof of ownership. At the ball, everyone is impressed with her singing talents. Ted notices her and tries to charm her. They eventually kiss, when Connie realizes it is midnight. She runs off, but accidentally leaves one of her slippers behind. Ted finds the slipper and tries to locate the owner.
Arriving at the ball just before midnight, Barbara spots Connie leaving the ball. Infuriated, she tries to break Connie's confidence and fires all the servants. The next day, Connie is missing as well, and her uncle James berates Grace, Barbara, and Walter for their hostile/indifferent attitude to Connie. Meanwhile, Connie returns to Miss Wiggins' school in the hope of becoming a music teacher. Ted follows her and they reunite in the end.
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What's the full name of the person Constance Harding loves?
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task001_quoref_question_generation
|
task001-2aaa4ea5ae86461286f200ce270d777b
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
|
Passage: Constance Harding is an unhappy orphan who will soon graduate from Miss Wiggins' school for girls. Her only real relatives are members from the James Clinton family, but they show little interest in the teenager. She is brought to New York by one of their butlers, where she moves in with a bunch of snobs. The upperclass people are not impressed with her, but Connie is able to befriend the servants.
One afternoon, her cousin Barbara Clinton orders Connie to stop Ted Drake from going riding without her. Connie tries the best she can, which results in embarrassing herself. She has secretly fallen in love with him and is filled with joy when she learns the Drake family is organizing a ball. The servants raise money to buy her a fashionable dress. However, Barbara spreads a lie and Connie is eventually prohibited from attending the ball.
Connie is heartbroken, until the servants arrange a limousine she can use until midnight. Meanwhile, the police detain the Clinton family car until almost midnight when they can be brought before a judge, since the chauffeur is missing the vehicle's proof of ownership. At the ball, everyone is impressed with her singing talents. Ted notices her and tries to charm her. They eventually kiss, when Connie realizes it is midnight. She runs off, but accidentally leaves one of her slippers behind. Ted finds the slipper and tries to locate the owner.
Arriving at the ball just before midnight, Barbara spots Connie leaving the ball. Infuriated, she tries to break Connie's confidence and fires all the servants. The next day, Connie is missing as well, and her uncle James berates Grace, Barbara, and Walter for their hostile/indifferent attitude to Connie. Meanwhile, Connie returns to Miss Wiggins' school in the hope of becoming a music teacher. Ted follows her and they reunite in the end.
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What's the nickname of the person whose cousin spreads a lie?
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task001_quoref_question_generation
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task001-2aaa4ea5ae86461286f200ce270d777b
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Constance Harding is an unhappy orphan who will soon graduate from Miss Wiggins' school for girls. Her only real relatives are members from the James Clinton family, but they show little interest in the teenager. She is brought to New York by one of their butlers, where she moves in with a bunch of snobs. The upperclass people are not impressed with her, but Connie is able to befriend the servants.
One afternoon, her cousin Barbara Clinton orders Connie to stop Ted Drake from going riding without her. Connie tries the best she can, which results in embarrassing herself. She has secretly fallen in love with him and is filled with joy when she learns the Drake family is organizing a ball. The servants raise money to buy her a fashionable dress. However, Barbara spreads a lie and Connie is eventually prohibited from attending the ball.
Connie is heartbroken, until the servants arrange a limousine she can use until midnight. Meanwhile, the police detain the Clinton family car until almost midnight when they can be brought before a judge, since the chauffeur is missing the vehicle's proof of ownership. At the ball, everyone is impressed with her singing talents. Ted notices her and tries to charm her. They eventually kiss, when Connie realizes it is midnight. She runs off, but accidentally leaves one of her slippers behind. Ted finds the slipper and tries to locate the owner.
Arriving at the ball just before midnight, Barbara spots Connie leaving the ball. Infuriated, she tries to break Connie's confidence and fires all the servants. The next day, Connie is missing as well, and her uncle James berates Grace, Barbara, and Walter for their hostile/indifferent attitude to Connie. Meanwhile, Connie returns to Miss Wiggins' school in the hope of becoming a music teacher. Ted follows her and they reunite in the end.
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What's the dress that the servants buy for Connie meant to be used for?
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task001_quoref_question_generation
|
task001-2aaa4ea5ae86461286f200ce270d777b
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Constance Harding is an unhappy orphan who will soon graduate from Miss Wiggins' school for girls. Her only real relatives are members from the James Clinton family, but they show little interest in the teenager. She is brought to New York by one of their butlers, where she moves in with a bunch of snobs. The upperclass people are not impressed with her, but Connie is able to befriend the servants.
One afternoon, her cousin Barbara Clinton orders Connie to stop Ted Drake from going riding without her. Connie tries the best she can, which results in embarrassing herself. She has secretly fallen in love with him and is filled with joy when she learns the Drake family is organizing a ball. The servants raise money to buy her a fashionable dress. However, Barbara spreads a lie and Connie is eventually prohibited from attending the ball.
Connie is heartbroken, until the servants arrange a limousine she can use until midnight. Meanwhile, the police detain the Clinton family car until almost midnight when they can be brought before a judge, since the chauffeur is missing the vehicle's proof of ownership. At the ball, everyone is impressed with her singing talents. Ted notices her and tries to charm her. They eventually kiss, when Connie realizes it is midnight. She runs off, but accidentally leaves one of her slippers behind. Ted finds the slipper and tries to locate the owner.
Arriving at the ball just before midnight, Barbara spots Connie leaving the ball. Infuriated, she tries to break Connie's confidence and fires all the servants. The next day, Connie is missing as well, and her uncle James berates Grace, Barbara, and Walter for their hostile/indifferent attitude to Connie. Meanwhile, Connie returns to Miss Wiggins' school in the hope of becoming a music teacher. Ted follows her and they reunite in the end.
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How does Constance Harding get the attention of Ted Drake?
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task001_quoref_question_generation
|
task001-2aaa4ea5ae86461286f200ce270d777b
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
|
Passage: Constance Harding is an unhappy orphan who will soon graduate from Miss Wiggins' school for girls. Her only real relatives are members from the James Clinton family, but they show little interest in the teenager. She is brought to New York by one of their butlers, where she moves in with a bunch of snobs. The upperclass people are not impressed with her, but Connie is able to befriend the servants.
One afternoon, her cousin Barbara Clinton orders Connie to stop Ted Drake from going riding without her. Connie tries the best she can, which results in embarrassing herself. She has secretly fallen in love with him and is filled with joy when she learns the Drake family is organizing a ball. The servants raise money to buy her a fashionable dress. However, Barbara spreads a lie and Connie is eventually prohibited from attending the ball.
Connie is heartbroken, until the servants arrange a limousine she can use until midnight. Meanwhile, the police detain the Clinton family car until almost midnight when they can be brought before a judge, since the chauffeur is missing the vehicle's proof of ownership. At the ball, everyone is impressed with her singing talents. Ted notices her and tries to charm her. They eventually kiss, when Connie realizes it is midnight. She runs off, but accidentally leaves one of her slippers behind. Ted finds the slipper and tries to locate the owner.
Arriving at the ball just before midnight, Barbara spots Connie leaving the ball. Infuriated, she tries to break Connie's confidence and fires all the servants. The next day, Connie is missing as well, and her uncle James berates Grace, Barbara, and Walter for their hostile/indifferent attitude to Connie. Meanwhile, Connie returns to Miss Wiggins' school in the hope of becoming a music teacher. Ted follows her and they reunite in the end.
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What's the full name of the person who defends Connie against ill treatment?
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task001_quoref_question_generation
|
task001-765da77fad2f41559cdeab1a6bff77b8
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Virginia, modern-day descendant of Little Red Riding Hood, brings her fiancé, Nathan, home to meet her family. Virginia's brothers, Marcus and Jake, are quick to welcome Virginia back, fondly calling her "Red", a family nickname of the first daughter in every generation. After the arrival of both people, Nathan finds a man staggering up the driveway half dead. The dying man says the name "Gabriel" before Nathan runs for Virginia. When they return, the man is already ashes. The sheriff arrives and contains the situation, much to Nathan's dismay. Virginia takes Nathan inside and explains that they hunt werewolves. Nathan, not believing her, goes for a walk at sunset. He is attacked and bitten by a werewolf who reveals his name to be Gabriel. The next day, while preparing for a hunt, Nathan asks if they had ever turned a werewolf back. Virginia tells him that the only way to break the curse is to kill the werewolf who turned the person, before the newly bitten werewolf kills a human. Shortly after, they go hunting in town where Nathan kills a werewolf. After the wolves are dead, they find a girl locked in their car's trunk. She tells them that the wolves are planning on a "Game" that no human survives. Later that night, while setting up camp, Nathan transforms into a werewolf for the first time. Desperate to protect him, Virginia insists on locking him up for the night. Nathan awakens the next morning in a cell. With the curse over for the night, he is released for the day, to help hunt Gabriel. Back in town, Marcus and Jake are taken captive for the new "Game". When the night comes to an end, it is revealed that the brothers were killed.
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Who are the ones who hunt werewolves?
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task001_quoref_question_generation
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task001-765da77fad2f41559cdeab1a6bff77b8
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Virginia, modern-day descendant of Little Red Riding Hood, brings her fiancé, Nathan, home to meet her family. Virginia's brothers, Marcus and Jake, are quick to welcome Virginia back, fondly calling her "Red", a family nickname of the first daughter in every generation. After the arrival of both people, Nathan finds a man staggering up the driveway half dead. The dying man says the name "Gabriel" before Nathan runs for Virginia. When they return, the man is already ashes. The sheriff arrives and contains the situation, much to Nathan's dismay. Virginia takes Nathan inside and explains that they hunt werewolves. Nathan, not believing her, goes for a walk at sunset. He is attacked and bitten by a werewolf who reveals his name to be Gabriel. The next day, while preparing for a hunt, Nathan asks if they had ever turned a werewolf back. Virginia tells him that the only way to break the curse is to kill the werewolf who turned the person, before the newly bitten werewolf kills a human. Shortly after, they go hunting in town where Nathan kills a werewolf. After the wolves are dead, they find a girl locked in their car's trunk. She tells them that the wolves are planning on a "Game" that no human survives. Later that night, while setting up camp, Nathan transforms into a werewolf for the first time. Desperate to protect him, Virginia insists on locking him up for the night. Nathan awakens the next morning in a cell. With the curse over for the night, he is released for the day, to help hunt Gabriel. Back in town, Marcus and Jake are taken captive for the new "Game". When the night comes to an end, it is revealed that the brothers were killed.
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Who does Virginia lock into a cell over night?
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task001_quoref_question_generation
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task001-bfe199c627a84336b79727229a86ddd3
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In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Professor Donald Hardwick, who lectures his students against swing music and jitterbugging, goes to New York City to get his symphony published, but accidentally writes a hit swing song ("Hooray for Spinach, Hooray for Milk") with the connivance of aspiring lyricist Linda McKay, which brings him into disrepute with the Dean of his college. After the teetotaling professor accidentally gets drunk, Hardwick promises to stay in New York City for the summer and write songs with McKay, and they have three more hits.
Unfortunately, singer Zelda Manion exploits his talents to her own advantage by getting Hardwick drunk again, and tricking him into signing a contract with her publisher. His new lyricist, Joe Dirk, gets Hardwick in trouble by copying a classical piece of music and signing Hardwick's name to it. At Hardwick's trial, his aunts (Helen Broderick, ZaSu Pitts, Vera Lewis and Elizabeth Dunne) convince the judge, a songwriter himself, that the earlier melody was copied from an even earlier piece now in the public domain, and the judge throws the case out.
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What is the full name of the person who is in disrepute with the Dean of his college?
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task001_quoref_question_generation
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task001-bfe199c627a84336b79727229a86ddd3
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
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Passage: Professor Donald Hardwick, who lectures his students against swing music and jitterbugging, goes to New York City to get his symphony published, but accidentally writes a hit swing song ("Hooray for Spinach, Hooray for Milk") with the connivance of aspiring lyricist Linda McKay, which brings him into disrepute with the Dean of his college. After the teetotaling professor accidentally gets drunk, Hardwick promises to stay in New York City for the summer and write songs with McKay, and they have three more hits.
Unfortunately, singer Zelda Manion exploits his talents to her own advantage by getting Hardwick drunk again, and tricking him into signing a contract with her publisher. His new lyricist, Joe Dirk, gets Hardwick in trouble by copying a classical piece of music and signing Hardwick's name to it. At Hardwick's trial, his aunts (Helen Broderick, ZaSu Pitts, Vera Lewis and Elizabeth Dunne) convince the judge, a songwriter himself, that the earlier melody was copied from an even earlier piece now in the public domain, and the judge throws the case out.
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What are the last names of the people who record three hits in New York City?
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task001_quoref_question_generation
|
task001-bfe199c627a84336b79727229a86ddd3
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
|
Passage: Professor Donald Hardwick, who lectures his students against swing music and jitterbugging, goes to New York City to get his symphony published, but accidentally writes a hit swing song ("Hooray for Spinach, Hooray for Milk") with the connivance of aspiring lyricist Linda McKay, which brings him into disrepute with the Dean of his college. After the teetotaling professor accidentally gets drunk, Hardwick promises to stay in New York City for the summer and write songs with McKay, and they have three more hits.
Unfortunately, singer Zelda Manion exploits his talents to her own advantage by getting Hardwick drunk again, and tricking him into signing a contract with her publisher. His new lyricist, Joe Dirk, gets Hardwick in trouble by copying a classical piece of music and signing Hardwick's name to it. At Hardwick's trial, his aunts (Helen Broderick, ZaSu Pitts, Vera Lewis and Elizabeth Dunne) convince the judge, a songwriter himself, that the earlier melody was copied from an even earlier piece now in the public domain, and the judge throws the case out.
|
What is the last name of the person whose talents are exploited?
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task001_quoref_question_generation
|
task001-bfe199c627a84336b79727229a86ddd3
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
|
Passage: Professor Donald Hardwick, who lectures his students against swing music and jitterbugging, goes to New York City to get his symphony published, but accidentally writes a hit swing song ("Hooray for Spinach, Hooray for Milk") with the connivance of aspiring lyricist Linda McKay, which brings him into disrepute with the Dean of his college. After the teetotaling professor accidentally gets drunk, Hardwick promises to stay in New York City for the summer and write songs with McKay, and they have three more hits.
Unfortunately, singer Zelda Manion exploits his talents to her own advantage by getting Hardwick drunk again, and tricking him into signing a contract with her publisher. His new lyricist, Joe Dirk, gets Hardwick in trouble by copying a classical piece of music and signing Hardwick's name to it. At Hardwick's trial, his aunts (Helen Broderick, ZaSu Pitts, Vera Lewis and Elizabeth Dunne) convince the judge, a songwriter himself, that the earlier melody was copied from an even earlier piece now in the public domain, and the judge throws the case out.
|
What are the last names of the persons that have three hits?
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task001_quoref_question_generation
|
task001-bfe199c627a84336b79727229a86ddd3
|
In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
|
Passage: Professor Donald Hardwick, who lectures his students against swing music and jitterbugging, goes to New York City to get his symphony published, but accidentally writes a hit swing song ("Hooray for Spinach, Hooray for Milk") with the connivance of aspiring lyricist Linda McKay, which brings him into disrepute with the Dean of his college. After the teetotaling professor accidentally gets drunk, Hardwick promises to stay in New York City for the summer and write songs with McKay, and they have three more hits.
Unfortunately, singer Zelda Manion exploits his talents to her own advantage by getting Hardwick drunk again, and tricking him into signing a contract with her publisher. His new lyricist, Joe Dirk, gets Hardwick in trouble by copying a classical piece of music and signing Hardwick's name to it. At Hardwick's trial, his aunts (Helen Broderick, ZaSu Pitts, Vera Lewis and Elizabeth Dunne) convince the judge, a songwriter himself, that the earlier melody was copied from an even earlier piece now in the public domain, and the judge throws the case out.
|
What is the last name of the person of whom Zelda exploits their talents?
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