diff --git "a/train/00065.json" "b/train/00065.json"
new file mode 100644--- /dev/null
+++ "b/train/00065.json"
@@ -0,0 +1 @@
+[{"text": "Definition: 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.\nInput: Passage: A composer may also respond to a text by expanding a choral symphony beyond the normal bounds of the symphonic genre. This is evident in the unusual orchestration and stage directions Berlioz prepared for his Rom\u00e9o et Juliette. This piece is actually in seven movements, and calls for an intermission after the fourth movement \u2013 the \"Queen Mab Scherzo\" \u2013 to remove the harps from the stage and bring on the chorus of Capulets for the funeral march that follows. Berlioz biographer D. Kern Holoman observed that, \"as Berlioz saw it, the work is simply Beethovenian in design, with the narrative elements overlain. Its core approaches a five-movement symphony with the choral finale and, as in the [Symphonie] Fantastique, both a scherzo and a march.... The 'extra' movements are thus the introduction with its potpourri of subsections and the descriptive tomb scene [at the end of the work].\"Mahler expanded the Beethovenian model for programmatic as well as symphonic reasons in his Second Symphony, the \"Resurrection\", the vocal fourth movement, \"Urlicht\", bridging the childlike faith of the third movement with the ideological tension Mahler seeks to resolve in the finale. He then abandoned this pattern for his Third Symphony, as two movements for voices and orchestra follow three purely instrumental ones before the finale returns to instruments alone. Like Mahler, Havergal Brian expanded the Beethovenian model, but on a much larger scale and with far larger orchestral and choral forces, in his Symphony No. 1 \"The Gothic\". Written between 1919 and 1927, the symphony was inspired by Goethe's Faust and Gothic cathedral architecture. The Brian First is in two parts. The first consists of three instrumental movements; the second, also in three movements and over an hour in length, is a Latin setting of the Te Deum.\n", "labels": "What is the name of the work in which the end is a descriptive tomb scene?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b8ac965a46164eeaa528a8dc5e0d3175"}, {"text": "Definition: 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.\nInput: Passage: A composer may also respond to a text by expanding a choral symphony beyond the normal bounds of the symphonic genre. This is evident in the unusual orchestration and stage directions Berlioz prepared for his Rom\u00e9o et Juliette. This piece is actually in seven movements, and calls for an intermission after the fourth movement \u2013 the \"Queen Mab Scherzo\" \u2013 to remove the harps from the stage and bring on the chorus of Capulets for the funeral march that follows. Berlioz biographer D. Kern Holoman observed that, \"as Berlioz saw it, the work is simply Beethovenian in design, with the narrative elements overlain. Its core approaches a five-movement symphony with the choral finale and, as in the [Symphonie] Fantastique, both a scherzo and a march.... The 'extra' movements are thus the introduction with its potpourri of subsections and the descriptive tomb scene [at the end of the work].\"Mahler expanded the Beethovenian model for programmatic as well as symphonic reasons in his Second Symphony, the \"Resurrection\", the vocal fourth movement, \"Urlicht\", bridging the childlike faith of the third movement with the ideological tension Mahler seeks to resolve in the finale. He then abandoned this pattern for his Third Symphony, as two movements for voices and orchestra follow three purely instrumental ones before the finale returns to instruments alone. Like Mahler, Havergal Brian expanded the Beethovenian model, but on a much larger scale and with far larger orchestral and choral forces, in his Symphony No. 1 \"The Gothic\". Written between 1919 and 1927, the symphony was inspired by Goethe's Faust and Gothic cathedral architecture. The Brian First is in two parts. The first consists of three instrumental movements; the second, also in three movements and over an hour in length, is a Latin setting of the Te Deum.\n", "labels": "What is the name of that which Berlioz saw as Beethovenian in design?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b8ac965a46164eeaa528a8dc5e0d3175"}, {"text": "Definition: 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.\nInput: Passage: Tchaikovsky's early separation from his mother caused an emotional trauma that lasted the rest of his life and was intensified by her death from cholera in 1854, when he was fourteen. The loss of his mother also prompted Tchaikovsky to make his first serious attempt at composition, a waltz in her memory. Tchaikovsky's father, who had also contracted cholera but recovered fully, sent him back to school immediately in the hope that classwork would occupy the boy's mind. Isolated, Tchaikovsky compensated with friendships with fellow students that became lifelong; these included Aleksey Apukhtin and Vladimir Gerard. Music, while not an official priority at school, also bridged the gap between Tchaikovsky and his peers. They regularly attended the opera and Tchaikovsky would improvise at the school's harmonium on themes he and his friends had sung during choir practice. \"We were amused,\" Vladimir Gerard later remembered, \"but not imbued with any expectations of his future glory\". Tchaikovsky also continued his piano studies through Franz Becker, an instrument manufacturer who made occasional visits to the school; however, the results, according to musicologist David Brown, were \"negligible\".In 1855, Tchaikovsky's father funded private lessons with Rudolph K\u00fcndinger and questioned him about a musical career for his son. While impressed with the boy's talent, K\u00fcndinger said he saw nothing to suggest a future composer or performer. He later admitted that his assessment was also based on his own negative experiences as a musician in Russia and his unwillingness for Tchaikovsky to be treated likewise. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.\n", "labels": "What is the last name of the person whose mother died of cholera?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b8ae5e184ac4446fa022d181a5551cde"}, {"text": "Definition: 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.\nInput: Passage: Tchaikovsky's early separation from his mother caused an emotional trauma that lasted the rest of his life and was intensified by her death from cholera in 1854, when he was fourteen. The loss of his mother also prompted Tchaikovsky to make his first serious attempt at composition, a waltz in her memory. Tchaikovsky's father, who had also contracted cholera but recovered fully, sent him back to school immediately in the hope that classwork would occupy the boy's mind. Isolated, Tchaikovsky compensated with friendships with fellow students that became lifelong; these included Aleksey Apukhtin and Vladimir Gerard. Music, while not an official priority at school, also bridged the gap between Tchaikovsky and his peers. They regularly attended the opera and Tchaikovsky would improvise at the school's harmonium on themes he and his friends had sung during choir practice. \"We were amused,\" Vladimir Gerard later remembered, \"but not imbued with any expectations of his future glory\". Tchaikovsky also continued his piano studies through Franz Becker, an instrument manufacturer who made occasional visits to the school; however, the results, according to musicologist David Brown, were \"negligible\".In 1855, Tchaikovsky's father funded private lessons with Rudolph K\u00fcndinger and questioned him about a musical career for his son. While impressed with the boy's talent, K\u00fcndinger said he saw nothing to suggest a future composer or performer. He later admitted that his assessment was also based on his own negative experiences as a musician in Russia and his unwillingness for Tchaikovsky to be treated likewise. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.\n", "labels": "What is the last name of the person who was 14 when his mother died?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b8ae5e184ac4446fa022d181a5551cde"}, {"text": "Definition: 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.\nInput: Passage: Tchaikovsky's early separation from his mother caused an emotional trauma that lasted the rest of his life and was intensified by her death from cholera in 1854, when he was fourteen. The loss of his mother also prompted Tchaikovsky to make his first serious attempt at composition, a waltz in her memory. Tchaikovsky's father, who had also contracted cholera but recovered fully, sent him back to school immediately in the hope that classwork would occupy the boy's mind. Isolated, Tchaikovsky compensated with friendships with fellow students that became lifelong; these included Aleksey Apukhtin and Vladimir Gerard. Music, while not an official priority at school, also bridged the gap between Tchaikovsky and his peers. They regularly attended the opera and Tchaikovsky would improvise at the school's harmonium on themes he and his friends had sung during choir practice. \"We were amused,\" Vladimir Gerard later remembered, \"but not imbued with any expectations of his future glory\". Tchaikovsky also continued his piano studies through Franz Becker, an instrument manufacturer who made occasional visits to the school; however, the results, according to musicologist David Brown, were \"negligible\".In 1855, Tchaikovsky's father funded private lessons with Rudolph K\u00fcndinger and questioned him about a musical career for his son. While impressed with the boy's talent, K\u00fcndinger said he saw nothing to suggest a future composer or performer. He later admitted that his assessment was also based on his own negative experiences as a musician in Russia and his unwillingness for Tchaikovsky to be treated likewise. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.\n", "labels": "What is the last name of the person who attempted to compose a waltz for his mother?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b8ae5e184ac4446fa022d181a5551cde"}, {"text": "Definition: 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.\nInput: Passage: Tchaikovsky's early separation from his mother caused an emotional trauma that lasted the rest of his life and was intensified by her death from cholera in 1854, when he was fourteen. The loss of his mother also prompted Tchaikovsky to make his first serious attempt at composition, a waltz in her memory. Tchaikovsky's father, who had also contracted cholera but recovered fully, sent him back to school immediately in the hope that classwork would occupy the boy's mind. Isolated, Tchaikovsky compensated with friendships with fellow students that became lifelong; these included Aleksey Apukhtin and Vladimir Gerard. Music, while not an official priority at school, also bridged the gap between Tchaikovsky and his peers. They regularly attended the opera and Tchaikovsky would improvise at the school's harmonium on themes he and his friends had sung during choir practice. \"We were amused,\" Vladimir Gerard later remembered, \"but not imbued with any expectations of his future glory\". Tchaikovsky also continued his piano studies through Franz Becker, an instrument manufacturer who made occasional visits to the school; however, the results, according to musicologist David Brown, were \"negligible\".In 1855, Tchaikovsky's father funded private lessons with Rudolph K\u00fcndinger and questioned him about a musical career for his son. While impressed with the boy's talent, K\u00fcndinger said he saw nothing to suggest a future composer or performer. He later admitted that his assessment was also based on his own negative experiences as a musician in Russia and his unwillingness for Tchaikovsky to be treated likewise. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.\n", "labels": "What was the last name of the boy whose future was discussed with K\u00fcndinger?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b8ae5e184ac4446fa022d181a5551cde"}, {"text": "Definition: 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.\nInput: Passage: Tchaikovsky's early separation from his mother caused an emotional trauma that lasted the rest of his life and was intensified by her death from cholera in 1854, when he was fourteen. The loss of his mother also prompted Tchaikovsky to make his first serious attempt at composition, a waltz in her memory. Tchaikovsky's father, who had also contracted cholera but recovered fully, sent him back to school immediately in the hope that classwork would occupy the boy's mind. Isolated, Tchaikovsky compensated with friendships with fellow students that became lifelong; these included Aleksey Apukhtin and Vladimir Gerard. Music, while not an official priority at school, also bridged the gap between Tchaikovsky and his peers. They regularly attended the opera and Tchaikovsky would improvise at the school's harmonium on themes he and his friends had sung during choir practice. \"We were amused,\" Vladimir Gerard later remembered, \"but not imbued with any expectations of his future glory\". Tchaikovsky also continued his piano studies through Franz Becker, an instrument manufacturer who made occasional visits to the school; however, the results, according to musicologist David Brown, were \"negligible\".In 1855, Tchaikovsky's father funded private lessons with Rudolph K\u00fcndinger and questioned him about a musical career for his son. While impressed with the boy's talent, K\u00fcndinger said he saw nothing to suggest a future composer or performer. He later admitted that his assessment was also based on his own negative experiences as a musician in Russia and his unwillingness for Tchaikovsky to be treated likewise. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.\n", "labels": "What is the first name of the person who did not see Tchaikovsky as having a future in music?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b8ae5e184ac4446fa022d181a5551cde"}, {"text": "Definition: 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.\nInput: Passage: Tchaikovsky's early separation from his mother caused an emotional trauma that lasted the rest of his life and was intensified by her death from cholera in 1854, when he was fourteen. The loss of his mother also prompted Tchaikovsky to make his first serious attempt at composition, a waltz in her memory. Tchaikovsky's father, who had also contracted cholera but recovered fully, sent him back to school immediately in the hope that classwork would occupy the boy's mind. Isolated, Tchaikovsky compensated with friendships with fellow students that became lifelong; these included Aleksey Apukhtin and Vladimir Gerard. Music, while not an official priority at school, also bridged the gap between Tchaikovsky and his peers. They regularly attended the opera and Tchaikovsky would improvise at the school's harmonium on themes he and his friends had sung during choir practice. \"We were amused,\" Vladimir Gerard later remembered, \"but not imbued with any expectations of his future glory\". Tchaikovsky also continued his piano studies through Franz Becker, an instrument manufacturer who made occasional visits to the school; however, the results, according to musicologist David Brown, were \"negligible\".In 1855, Tchaikovsky's father funded private lessons with Rudolph K\u00fcndinger and questioned him about a musical career for his son. While impressed with the boy's talent, K\u00fcndinger said he saw nothing to suggest a future composer or performer. He later admitted that his assessment was also based on his own negative experiences as a musician in Russia and his unwillingness for Tchaikovsky to be treated likewise. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.\n", "labels": "What is the first name of the person who admitted that his assessment was also based on his own negative experiences as a musician in Russia?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b8ae5e184ac4446fa022d181a5551cde"}, {"text": "Definition: 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.\nInput: Passage: Tchaikovsky's early separation from his mother caused an emotional trauma that lasted the rest of his life and was intensified by her death from cholera in 1854, when he was fourteen. The loss of his mother also prompted Tchaikovsky to make his first serious attempt at composition, a waltz in her memory. Tchaikovsky's father, who had also contracted cholera but recovered fully, sent him back to school immediately in the hope that classwork would occupy the boy's mind. Isolated, Tchaikovsky compensated with friendships with fellow students that became lifelong; these included Aleksey Apukhtin and Vladimir Gerard. Music, while not an official priority at school, also bridged the gap between Tchaikovsky and his peers. They regularly attended the opera and Tchaikovsky would improvise at the school's harmonium on themes he and his friends had sung during choir practice. \"We were amused,\" Vladimir Gerard later remembered, \"but not imbued with any expectations of his future glory\". Tchaikovsky also continued his piano studies through Franz Becker, an instrument manufacturer who made occasional visits to the school; however, the results, according to musicologist David Brown, were \"negligible\".In 1855, Tchaikovsky's father funded private lessons with Rudolph K\u00fcndinger and questioned him about a musical career for his son. While impressed with the boy's talent, K\u00fcndinger said he saw nothing to suggest a future composer or performer. He later admitted that his assessment was also based on his own negative experiences as a musician in Russia and his unwillingness for Tchaikovsky to be treated likewise. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.\n", "labels": "What is the first name of the person who was unwilling to see Tchaikovsky treated the way he was?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b8ae5e184ac4446fa022d181a5551cde"}, {"text": "Definition: 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.\nInput: Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: \"M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success.\"This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Sa\u00ebns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Sa\u00ebns a courteous telegram: \"My dear colleague: the Institut has just committed a great injustice\". Saint-Sa\u00ebns cabled back, \"I quite agree.\" He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Piern\u00e9, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing \"a teaching active, living, vibrant, and moreover comprehensive\". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, \"In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions.\" Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pell\u00e9as et M\u00e9lisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.\n", "labels": "What is the name of the opera that was an immense success and was quickly taken up by the opera houses of eight Italian cities?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c26b744e024d457684a854968af2ddd9"}, {"text": "Definition: 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.\nInput: Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: \"M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success.\"This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Sa\u00ebns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Sa\u00ebns a courteous telegram: \"My dear colleague: the Institut has just committed a great injustice\". Saint-Sa\u00ebns cabled back, \"I quite agree.\" He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Piern\u00e9, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing \"a teaching active, living, vibrant, and moreover comprehensive\". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, \"In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions.\" Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pell\u00e9as et M\u00e9lisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.\n", "labels": "What is the name of the piece summed up by the Times in a way that was frequently applied to Massenet's operas?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c26b744e024d457684a854968af2ddd9"}, {"text": "Definition: 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.\nInput: Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: \"M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success.\"This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Sa\u00ebns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Sa\u00ebns a courteous telegram: \"My dear colleague: the Institut has just committed a great injustice\". Saint-Sa\u00ebns cabled back, \"I quite agree.\" He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Piern\u00e9, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing \"a teaching active, living, vibrant, and moreover comprehensive\". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, \"In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions.\" Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pell\u00e9as et M\u00e9lisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.\n", "labels": "What is the name of the opera the Times calls \"one of more than common merit\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c26b744e024d457684a854968af2ddd9"}, {"text": "Definition: 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.\nInput: Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: \"M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success.\"This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Sa\u00ebns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Sa\u00ebns a courteous telegram: \"My dear colleague: the Institut has just committed a great injustice\". Saint-Sa\u00ebns cabled back, \"I quite agree.\" He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Piern\u00e9, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing \"a teaching active, living, vibrant, and moreover comprehensive\". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, \"In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions.\" Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pell\u00e9as et M\u00e9lisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.\n", "labels": "What is the full name of the person who was elected three years later?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c26b744e024d457684a854968af2ddd9"}, {"text": "Definition: 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.\nInput: Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: \"M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success.\"This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Sa\u00ebns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Sa\u00ebns a courteous telegram: \"My dear colleague: the Institut has just committed a great injustice\". Saint-Sa\u00ebns cabled back, \"I quite agree.\" He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Piern\u00e9, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing \"a teaching active, living, vibrant, and moreover comprehensive\". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, \"In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions.\" Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pell\u00e9as et M\u00e9lisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.\n", "labels": "What is the full name of the person whose relationship with Massenet remained cool?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c26b744e024d457684a854968af2ddd9"}, {"text": "Definition: 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.\nInput: Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: \"M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success.\"This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Sa\u00ebns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Sa\u00ebns a courteous telegram: \"My dear colleague: the Institut has just committed a great injustice\". Saint-Sa\u00ebns cabled back, \"I quite agree.\" He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Piern\u00e9, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing \"a teaching active, living, vibrant, and moreover comprehensive\". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, \"In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions.\" Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pell\u00e9as et M\u00e9lisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.\n", "labels": "What location in London was the opera performed?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c26b744e024d457684a854968af2ddd9"}, {"text": "Definition: 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.\nInput: Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: \"M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success.\"This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Sa\u00ebns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Sa\u00ebns a courteous telegram: \"My dear colleague: the Institut has just committed a great injustice\". Saint-Sa\u00ebns cabled back, \"I quite agree.\" He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Piern\u00e9, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing \"a teaching active, living, vibrant, and moreover comprehensive\". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, \"In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions.\" Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pell\u00e9as et M\u00e9lisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.\n", "labels": "What was the name of the director of the Conservatoire?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c26b744e024d457684a854968af2ddd9"}, {"text": "Definition: 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.\nInput: Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: \"M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success.\"This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Sa\u00ebns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Sa\u00ebns a courteous telegram: \"My dear colleague: the Institut has just committed a great injustice\". Saint-Sa\u00ebns cabled back, \"I quite agree.\" He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Piern\u00e9, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing \"a teaching active, living, vibrant, and moreover comprehensive\". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, \"In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions.\" Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pell\u00e9as et M\u00e9lisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.\n", "labels": "What was Massenet elected to that was a prestigious honor?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c26b744e024d457684a854968af2ddd9"}, {"text": "Definition: 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.\nInput: Passage: Massenet was a prolific composer; he put this down to his way of working, rising early and composing from four o'clock in the morning until midday, a practice he maintained all his life. In general he worked fluently, seldom revising, although Le roi de Lahore, his nearest approach to a traditional grand opera, took him several years to complete to his own satisfaction. It was finished in 1877 and was one of the first new works to be staged at the Palais Garnier, opened two years previously. The opera, with a story taken from the Mahabharata, was an immense success and was quickly taken up by the opera houses of eight Italian cities. It was also performed at the Hungarian State Opera House, the Bavarian State Opera, the Semperoper, Dresden, the Teatro Real in Madrid, and the Royal Opera House, Covent Garden, in London. After the first Covent Garden performance, The Times summed the piece up in a way that was frequently to be applied to the composer's operas: \"M. Massenet's opera, although not a work of genius proper, is one of more than common merit, and contains all the elements of at least temporary success.\"This period was an early high point in Massenet's career. He had been made a chevalier of the Legion of Honour in 1876, and in 1878 he was appointed professor of counterpoint, fugue and composition at the Conservatoire under Thomas, who was now the director. In the same year he was elected to the Institut de France, a prestigious honour, rare for a man in his thirties. Camille Saint-Sa\u00ebns, whom Massenet beat in the election for the vacancy, was resentful at being passed over for a younger composer. When the result of the election was announced, Massenet sent Saint-Sa\u00ebns a courteous telegram: \"My dear colleague: the Institut has just committed a great injustice\". Saint-Sa\u00ebns cabled back, \"I quite agree.\" He was elected three years later, but his relations with Massenet remained cool.Massenet was a popular and respected teacher at the Conservatoire. His pupils included Bruneau, Charpentier, Chausson, Hahn, Leroux, Piern\u00e9, Rabaud and Vidal. He was known for the care he took in drawing out his pupils' ideas, never trying to impose his own. One of his last students, Charles Koechlin, recalled Massenet as a voluble professor, dispensing \"a teaching active, living, vibrant, and moreover comprehensive\". According to some writers, Massenet's influence extended beyond his own students. In the view of the critic Rodney Milnes, \"In word-setting alone, all French musicians profited from the freedom he won from earlier restrictions.\" Romain Rolland and Francis Poulenc have both considered Massenet an influence on Debussy's Pell\u00e9as et M\u00e9lisande; Debussy was a student at the Conservatoire during Massenet's professorship but did not study under him.\n", "labels": "What was the full name of the person who was resentful at being passed over for a younger composer?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c26b744e024d457684a854968af2ddd9"}, {"text": "Definition: 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.\nInput: Passage: Sam, an eight-year-old attending a Catholic school, and his trouble making friend Jacob prepare for their first confession. Their class is given a list of sins that children can confess. These include \"bullying\" and \"swearing\" among others.   Sam pores over the list but is unable to come up with a sin he has done. Sam asks Jacob what he will confess. Jacob states that he would mention not listening to his mother and locking his sister in the closet. Sam feels like he will not be a true Catholic if he cannot be absolved, so he turns to Jacob to suggest a sin Sam could commit and then confess to.\nJacob and Sam decide to steal Farmer Collins' Scarecrow and leave in middle of the road for him to find while he is driving his tractor to town, committing the sin of \"stealing.\"  The plan backfires when Famer Collins pulls off the main road before he sees the stolen scarecrow. At the moment the tractor pulls off the road, another car speeds down the twisted and deserted street and, believing the scarecrow to be a dead body, swerves to avoid it and crashes into a tree. Sam walks up to the car and sees a woman and a little girl alive, but severely dazed and bleeding from the head. The car bursts into flames. Sam and Jacob flee the scene with the scarecrow. As they are running through the woods they hear the car explode.  \nSam and Jacob push the scarecrow off a cliff by the tree they play by every day. Jacob makes Sam swear never to tell anyone because \"it was an accident.\"  Sam is full of guilt. That night he dreams the dead woman, the farmer and his father all know. He is haunted by what he has done.\nIn school the next day Sam runs out of his class into the bathroom, unable to deal with what he has done. Jacob runs after him and tells him that no one knows that he has to keep it together. Jacob tells Sam to meet him at the tree where they hid the scarecrow after dinner.\n", "labels": "What are the first names of the people whose class is given a list?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-54e590aa86e340deaf7a74f23eb287e1"}, {"text": "Definition: 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.\nInput: Passage: Sawtooth National Forest is managed by the U.S. Forest Service, an agency within the Department of Agriculture, as four units: the Fairfield (420,720 acres or 170,260 hectares), Ketchum (321,544 acres or 130,124 hectares), and Minidoka (604,108 acres or 244,474 hectares) Ranger Districts and Sawtooth National Recreation Area (SNRA). The forest's headquarters are in Jerome, where they moved to in 2018 after 32 years of being headquartered in Twin Falls. The Minidoka Ranger District is separated into the Albion (95,000 acres or 38,000 hectares), Black Pine (90,000 acres or 36,000 hectares), Cassia (234,000 acres or 95,000 hectares), Raft River (95,000 acres or 38,000 hectares), and Sublett (90,000 acres or 36,000 hectares) divisions.Guard stations and work camps dot the forest. The SNRA headquarters and main visitor center are located north of the city of Ketchum, while there is a ranger station in Stanley and visitor center at Redfish Lake. There are more than 25,000 acres (10,000 ha) of private land inholdings within the forest, and it is bordered by the Boise and Salmon-Challis National Forests as well as private, state, and Bureau of Land Management land. Curlew National Grassland is 1.5 mi (2.4 km) from the Sublett Division's eastern boundary. Small portions of the area originally designated as Sawtooth National Forest are managed by the Boise and Challis National Forests, while the Sawtooth manages portions of the Boise and Challis National Forests.Sawtooth National Forest balances interests of different groups, such as those interested in recreation, preservation, or resource extraction. The forest practices conservation of resources, in some areas allowing for production of raw materials, such as lumber for construction purposes and wood pulp for paper products, alongside recreational uses, while in other areas only recreation is permitted. Additionally, mineral extraction through mining and oil and natural gas exploration and recovery are also conducted, though in Sawtooth National Forest this has become less common due to a consensus to protect the natural surroundings. Leases offered to ranchers to allow them to graze cattle and sheep on the forest are common. The forest provides guidelines and enforces environmental regulations to ensure that resources are not overexploited and that necessary commodities are available for future generations.\n", "labels": "Where was the original location for Sawtooth National Forest headquarters?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-2d4f62bd094e4fd7baea2f7b54bd769d"}, {"text": "Definition: 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.\nInput: Passage: Sawtooth National Forest is managed by the U.S. Forest Service, an agency within the Department of Agriculture, as four units: the Fairfield (420,720 acres or 170,260 hectares), Ketchum (321,544 acres or 130,124 hectares), and Minidoka (604,108 acres or 244,474 hectares) Ranger Districts and Sawtooth National Recreation Area (SNRA). The forest's headquarters are in Jerome, where they moved to in 2018 after 32 years of being headquartered in Twin Falls. The Minidoka Ranger District is separated into the Albion (95,000 acres or 38,000 hectares), Black Pine (90,000 acres or 36,000 hectares), Cassia (234,000 acres or 95,000 hectares), Raft River (95,000 acres or 38,000 hectares), and Sublett (90,000 acres or 36,000 hectares) divisions.Guard stations and work camps dot the forest. The SNRA headquarters and main visitor center are located north of the city of Ketchum, while there is a ranger station in Stanley and visitor center at Redfish Lake. There are more than 25,000 acres (10,000 ha) of private land inholdings within the forest, and it is bordered by the Boise and Salmon-Challis National Forests as well as private, state, and Bureau of Land Management land. Curlew National Grassland is 1.5 mi (2.4 km) from the Sublett Division's eastern boundary. Small portions of the area originally designated as Sawtooth National Forest are managed by the Boise and Challis National Forests, while the Sawtooth manages portions of the Boise and Challis National Forests.Sawtooth National Forest balances interests of different groups, such as those interested in recreation, preservation, or resource extraction. The forest practices conservation of resources, in some areas allowing for production of raw materials, such as lumber for construction purposes and wood pulp for paper products, alongside recreational uses, while in other areas only recreation is permitted. Additionally, mineral extraction through mining and oil and natural gas exploration and recovery are also conducted, though in Sawtooth National Forest this has become less common due to a consensus to protect the natural surroundings. Leases offered to ranchers to allow them to graze cattle and sheep on the forest are common. The forest provides guidelines and enforces environmental regulations to ensure that resources are not overexploited and that necessary commodities are available for future generations.\n", "labels": "What is the full name of the headquaters that is located north of the city of Ketchum?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-2d4f62bd094e4fd7baea2f7b54bd769d"}, {"text": "Definition: 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.\nInput: Passage: Around 6:30 pm the soldiers of the 6th Regiment began assembling. Their armory, located on Front Street across from the Phoenix Shot Tower, consisted of the second and third floors of a warehouse, with the only exit being a narrow stairway through which no more than two men could walk abreast.The men were met with jeers by a crowd of 2,000 to 4,000. This escalated into paving stones thrown through the door and windows of the building. Soldiers who subsequently arrived were beaten and driven away. Additional police were sent for in hopes of clearing the way and relieving the troops of the need to use force against the crowd, but those who arrived were unable to effect any order, and were forced to shelter in the armory along with the soldiers.Shortly after 8:00 pm, Colonel Peters ordered three companies of 120 men of the 6th to move as commanded by the governor and General Herbert to Camden Station. As they exited, they were assaulted by stones from the crowd, believing those of the 6th Regiment were armed only with blank cartridges. The troops returned fire, with live ammunition as they were equipped, and the frightened crowd retreated west across Fayette Street Bridge.Given the ongoing clashes, the men of the 6th Regiment, Company B, being the last of the formation to leave the armory, marched south, by way of Front Street, and then west along Baltimore Street, in order to avoid the crowds.The crowd regained their resolve and, as the body marched near Harrison and Frederick streets, they were attacked in the rear and made to halt by the pressing of the crowd. Without orders, some soldiers fired on the crowd, killing one and wounding between one and three. The crowd shrank back and the soldiers were allowed continue until they had advanced to the offices of the Baltimore American newspaper, near Holliday Street, where an order was given to halt and two volleys fired into the crowd. They were forced to halt a third time as they turned onto Charles Street, and again fired on the crowd near Light Street. There two men and one boy were killed. From there they followed Charles to Camden Street and on to the station.\n", "labels": "Who was jeered by a crowd of 2,000 to 4,000 people?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-02a4ecff5d814d63a65afa98b5b6b5b8"}, {"text": "Definition: 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.\nInput: Passage: Around 6:30 pm the soldiers of the 6th Regiment began assembling. Their armory, located on Front Street across from the Phoenix Shot Tower, consisted of the second and third floors of a warehouse, with the only exit being a narrow stairway through which no more than two men could walk abreast.The men were met with jeers by a crowd of 2,000 to 4,000. This escalated into paving stones thrown through the door and windows of the building. Soldiers who subsequently arrived were beaten and driven away. Additional police were sent for in hopes of clearing the way and relieving the troops of the need to use force against the crowd, but those who arrived were unable to effect any order, and were forced to shelter in the armory along with the soldiers.Shortly after 8:00 pm, Colonel Peters ordered three companies of 120 men of the 6th to move as commanded by the governor and General Herbert to Camden Station. As they exited, they were assaulted by stones from the crowd, believing those of the 6th Regiment were armed only with blank cartridges. The troops returned fire, with live ammunition as they were equipped, and the frightened crowd retreated west across Fayette Street Bridge.Given the ongoing clashes, the men of the 6th Regiment, Company B, being the last of the formation to leave the armory, marched south, by way of Front Street, and then west along Baltimore Street, in order to avoid the crowds.The crowd regained their resolve and, as the body marched near Harrison and Frederick streets, they were attacked in the rear and made to halt by the pressing of the crowd. Without orders, some soldiers fired on the crowd, killing one and wounding between one and three. The crowd shrank back and the soldiers were allowed continue until they had advanced to the offices of the Baltimore American newspaper, near Holliday Street, where an order was given to halt and two volleys fired into the crowd. They were forced to halt a third time as they turned onto Charles Street, and again fired on the crowd near Light Street. There two men and one boy were killed. From there they followed Charles to Camden Street and on to the station.\n", "labels": "Who shot and killed two men and one boy?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-02a4ecff5d814d63a65afa98b5b6b5b8"}, {"text": "Definition: 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.\nInput: Passage: The previous convention's lack of Tejano representation fostered a perception that only newcomers to Texas were dissatisfied. The president of the Convention of 1832, Stephen F. Austin, traveled to San Antonio de B\u00e9xar to garner support for the changes the convention had requested. Austin found that the Tejano leaders largely agreed with the result of the convention but opposed the methods by which the resolutions had been proposed.  They urged patience; Bustamante was still president and would not look favorably on a petition from settlers who had recently sided with his rival, Santa Anna.As a compromise, the ayuntamiento of San Antonio de B\u00e9xar drafted a petition containing similar language to the convention's resolutions.  Following legal norms, they submitted this to M\u00fasquiz, who forwarded it to the Mexican Congress in early 1833.  At this time, the federal and state governments were in flux.  Bustamante had resigned the presidency in late December 1832 as part of a treaty to end the civil war.  There was no effective state government.  The governor of Coahuila y Tejas had died in September 1832, and his replacement, federalist Juan Mart\u00edn de Veramendi, immediately dissolved the state legislature, which had centralist leanings.  Veramendi called elections to seat a new government in early 1833.  Due to the political uncertainty, Austin urged that the federal government be given several months to address the petition.  If no action was eventually taken, he advised that Texas residents would form their own state government, essentially declaring independence from Coahuila, if not from Mexico.Austin's timeframe was endorsed by Tejano leaders, but it did not pacify the Texian settlers.  Towards the end of December, the central committee called for a new convention to meet in San Felipe de Austin in April 1833.  Elections were scheduled for March.  This action disturbed the Tejano leaders, who saw it as a violation of their agreement with Austin.Communities in Texas elected 56 delegates for the new convention.  In a departure from the previous election, San Antonio de B\u00e9xar also sent delegates, including James Bowie, the son-in-law of Governor Veramendi.  Bowie, like many of his fellow delegates, was known as an agitator who wanted immediate change.  The majority of the delegates to the previous convention had been more cautious.\n", "labels": "What is the first name of the person whose timeframe was endorsed by Tejano leaders, but it did not pacify the Texian settlers?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f6e3ea04bee54ac4a9a1370e1ef14cf8"}, {"text": "Definition: 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.\nInput: Passage: The previous convention's lack of Tejano representation fostered a perception that only newcomers to Texas were dissatisfied. The president of the Convention of 1832, Stephen F. Austin, traveled to San Antonio de B\u00e9xar to garner support for the changes the convention had requested. Austin found that the Tejano leaders largely agreed with the result of the convention but opposed the methods by which the resolutions had been proposed.  They urged patience; Bustamante was still president and would not look favorably on a petition from settlers who had recently sided with his rival, Santa Anna.As a compromise, the ayuntamiento of San Antonio de B\u00e9xar drafted a petition containing similar language to the convention's resolutions.  Following legal norms, they submitted this to M\u00fasquiz, who forwarded it to the Mexican Congress in early 1833.  At this time, the federal and state governments were in flux.  Bustamante had resigned the presidency in late December 1832 as part of a treaty to end the civil war.  There was no effective state government.  The governor of Coahuila y Tejas had died in September 1832, and his replacement, federalist Juan Mart\u00edn de Veramendi, immediately dissolved the state legislature, which had centralist leanings.  Veramendi called elections to seat a new government in early 1833.  Due to the political uncertainty, Austin urged that the federal government be given several months to address the petition.  If no action was eventually taken, he advised that Texas residents would form their own state government, essentially declaring independence from Coahuila, if not from Mexico.Austin's timeframe was endorsed by Tejano leaders, but it did not pacify the Texian settlers.  Towards the end of December, the central committee called for a new convention to meet in San Felipe de Austin in April 1833.  Elections were scheduled for March.  This action disturbed the Tejano leaders, who saw it as a violation of their agreement with Austin.Communities in Texas elected 56 delegates for the new convention.  In a departure from the previous election, San Antonio de B\u00e9xar also sent delegates, including James Bowie, the son-in-law of Governor Veramendi.  Bowie, like many of his fellow delegates, was known as an agitator who wanted immediate change.  The majority of the delegates to the previous convention had been more cautious.\n", "labels": "What is the first name of the person who advised that Texas residents would form their own state government?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f6e3ea04bee54ac4a9a1370e1ef14cf8"}, {"text": "Definition: 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.\nInput: Passage: The previous convention's lack of Tejano representation fostered a perception that only newcomers to Texas were dissatisfied. The president of the Convention of 1832, Stephen F. Austin, traveled to San Antonio de B\u00e9xar to garner support for the changes the convention had requested. Austin found that the Tejano leaders largely agreed with the result of the convention but opposed the methods by which the resolutions had been proposed.  They urged patience; Bustamante was still president and would not look favorably on a petition from settlers who had recently sided with his rival, Santa Anna.As a compromise, the ayuntamiento of San Antonio de B\u00e9xar drafted a petition containing similar language to the convention's resolutions.  Following legal norms, they submitted this to M\u00fasquiz, who forwarded it to the Mexican Congress in early 1833.  At this time, the federal and state governments were in flux.  Bustamante had resigned the presidency in late December 1832 as part of a treaty to end the civil war.  There was no effective state government.  The governor of Coahuila y Tejas had died in September 1832, and his replacement, federalist Juan Mart\u00edn de Veramendi, immediately dissolved the state legislature, which had centralist leanings.  Veramendi called elections to seat a new government in early 1833.  Due to the political uncertainty, Austin urged that the federal government be given several months to address the petition.  If no action was eventually taken, he advised that Texas residents would form their own state government, essentially declaring independence from Coahuila, if not from Mexico.Austin's timeframe was endorsed by Tejano leaders, but it did not pacify the Texian settlers.  Towards the end of December, the central committee called for a new convention to meet in San Felipe de Austin in April 1833.  Elections were scheduled for March.  This action disturbed the Tejano leaders, who saw it as a violation of their agreement with Austin.Communities in Texas elected 56 delegates for the new convention.  In a departure from the previous election, San Antonio de B\u00e9xar also sent delegates, including James Bowie, the son-in-law of Governor Veramendi.  Bowie, like many of his fellow delegates, was known as an agitator who wanted immediate change.  The majority of the delegates to the previous convention had been more cautious.\n", "labels": "What is the first name of the person who was known as an agitator who wanted immediate change?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f6e3ea04bee54ac4a9a1370e1ef14cf8"}, {"text": "Definition: 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.\nInput: Passage: Bob Weston works for STOP, a scandal magazine whose owner and staff are proud of being regarded as the filthiest rag in America. One of Bob's colleagues has just written an article about Dr. Helen Gurley Brown, a young psychologist and author of the best-selling book Sex and the Single Girl, a self-help guide with advice to single women on how to deal with men. The article raises doubts on her experience with sex and relationships. Helen is very offended, having lost six appointments with patients due to the article discrediting her as a \"23 year-old virgin.\". Bob wants to follow up by interviewing her, but she refuses.\nBob's friend and neighbor, stocking manufacturer Frank Broderick, is having marriage issues with his strong-willed wife Sylvia, but can't find the time to go to a counselor. Therefore, Bob decides to impersonate Frank and go to Helen as a patient, with the goal of getting close to her in order to gather more information. In exchange, he'll report back to Frank her advice. During their first couple of sessions, Bob acts shy and smitten, and tries to gently seduce Helen. She seems to respond to Bob's courteous advances, all while insisting it's a transfer and that she'll play the role of Sylvia to the benefit of his therapy. After he fakes a suicide attempt, the two of them end up making out in her apartment, with Bob realizing he's actually falling for Helen, which is the reason he still has not written anything about her, prompting an ultimatum from his boss.\n", "labels": "What is the last name of the person who impersonates Frank?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7735e80936474423b121bf7a57927a8b"}, {"text": "Definition: 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.\nInput: Passage: Bob Weston works for STOP, a scandal magazine whose owner and staff are proud of being regarded as the filthiest rag in America. One of Bob's colleagues has just written an article about Dr. Helen Gurley Brown, a young psychologist and author of the best-selling book Sex and the Single Girl, a self-help guide with advice to single women on how to deal with men. The article raises doubts on her experience with sex and relationships. Helen is very offended, having lost six appointments with patients due to the article discrediting her as a \"23 year-old virgin.\". Bob wants to follow up by interviewing her, but she refuses.\nBob's friend and neighbor, stocking manufacturer Frank Broderick, is having marriage issues with his strong-willed wife Sylvia, but can't find the time to go to a counselor. Therefore, Bob decides to impersonate Frank and go to Helen as a patient, with the goal of getting close to her in order to gather more information. In exchange, he'll report back to Frank her advice. During their first couple of sessions, Bob acts shy and smitten, and tries to gently seduce Helen. She seems to respond to Bob's courteous advances, all while insisting it's a transfer and that she'll play the role of Sylvia to the benefit of his therapy. After he fakes a suicide attempt, the two of them end up making out in her apartment, with Bob realizing he's actually falling for Helen, which is the reason he still has not written anything about her, prompting an ultimatum from his boss.\n", "labels": "What is the last name of the person that Bob goes to, pretending to be Frank, as a patient?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7735e80936474423b121bf7a57927a8b"}, {"text": "Definition: 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.\nInput: Passage: Bob Weston works for STOP, a scandal magazine whose owner and staff are proud of being regarded as the filthiest rag in America. One of Bob's colleagues has just written an article about Dr. Helen Gurley Brown, a young psychologist and author of the best-selling book Sex and the Single Girl, a self-help guide with advice to single women on how to deal with men. The article raises doubts on her experience with sex and relationships. Helen is very offended, having lost six appointments with patients due to the article discrediting her as a \"23 year-old virgin.\". Bob wants to follow up by interviewing her, but she refuses.\nBob's friend and neighbor, stocking manufacturer Frank Broderick, is having marriage issues with his strong-willed wife Sylvia, but can't find the time to go to a counselor. Therefore, Bob decides to impersonate Frank and go to Helen as a patient, with the goal of getting close to her in order to gather more information. In exchange, he'll report back to Frank her advice. During their first couple of sessions, Bob acts shy and smitten, and tries to gently seduce Helen. She seems to respond to Bob's courteous advances, all while insisting it's a transfer and that she'll play the role of Sylvia to the benefit of his therapy. After he fakes a suicide attempt, the two of them end up making out in her apartment, with Bob realizing he's actually falling for Helen, which is the reason he still has not written anything about her, prompting an ultimatum from his boss.\n", "labels": "What is the last name of the person who tries to seduce Helen?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7735e80936474423b121bf7a57927a8b"}, {"text": "Definition: 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.\nInput: Passage: Bob Weston works for STOP, a scandal magazine whose owner and staff are proud of being regarded as the filthiest rag in America. One of Bob's colleagues has just written an article about Dr. Helen Gurley Brown, a young psychologist and author of the best-selling book Sex and the Single Girl, a self-help guide with advice to single women on how to deal with men. The article raises doubts on her experience with sex and relationships. Helen is very offended, having lost six appointments with patients due to the article discrediting her as a \"23 year-old virgin.\". Bob wants to follow up by interviewing her, but she refuses.\nBob's friend and neighbor, stocking manufacturer Frank Broderick, is having marriage issues with his strong-willed wife Sylvia, but can't find the time to go to a counselor. Therefore, Bob decides to impersonate Frank and go to Helen as a patient, with the goal of getting close to her in order to gather more information. In exchange, he'll report back to Frank her advice. During their first couple of sessions, Bob acts shy and smitten, and tries to gently seduce Helen. She seems to respond to Bob's courteous advances, all while insisting it's a transfer and that she'll play the role of Sylvia to the benefit of his therapy. After he fakes a suicide attempt, the two of them end up making out in her apartment, with Bob realizing he's actually falling for Helen, which is the reason he still has not written anything about her, prompting an ultimatum from his boss.\n", "labels": "What is the last name of the person Helen pretends to be in therapy sessions?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7735e80936474423b121bf7a57927a8b"}, {"text": "Definition: 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.\nInput: Passage: Bob Weston works for STOP, a scandal magazine whose owner and staff are proud of being regarded as the filthiest rag in America. One of Bob's colleagues has just written an article about Dr. Helen Gurley Brown, a young psychologist and author of the best-selling book Sex and the Single Girl, a self-help guide with advice to single women on how to deal with men. The article raises doubts on her experience with sex and relationships. Helen is very offended, having lost six appointments with patients due to the article discrediting her as a \"23 year-old virgin.\". Bob wants to follow up by interviewing her, but she refuses.\nBob's friend and neighbor, stocking manufacturer Frank Broderick, is having marriage issues with his strong-willed wife Sylvia, but can't find the time to go to a counselor. Therefore, Bob decides to impersonate Frank and go to Helen as a patient, with the goal of getting close to her in order to gather more information. In exchange, he'll report back to Frank her advice. During their first couple of sessions, Bob acts shy and smitten, and tries to gently seduce Helen. She seems to respond to Bob's courteous advances, all while insisting it's a transfer and that she'll play the role of Sylvia to the benefit of his therapy. After he fakes a suicide attempt, the two of them end up making out in her apartment, with Bob realizing he's actually falling for Helen, which is the reason he still has not written anything about her, prompting an ultimatum from his boss.\n", "labels": "What is the full name of the person that Bob Weston wants to gather more information on?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7735e80936474423b121bf7a57927a8b"}, {"text": "Definition: 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.\nInput: Passage: Bob Weston works for STOP, a scandal magazine whose owner and staff are proud of being regarded as the filthiest rag in America. One of Bob's colleagues has just written an article about Dr. Helen Gurley Brown, a young psychologist and author of the best-selling book Sex and the Single Girl, a self-help guide with advice to single women on how to deal with men. The article raises doubts on her experience with sex and relationships. Helen is very offended, having lost six appointments with patients due to the article discrediting her as a \"23 year-old virgin.\". Bob wants to follow up by interviewing her, but she refuses.\nBob's friend and neighbor, stocking manufacturer Frank Broderick, is having marriage issues with his strong-willed wife Sylvia, but can't find the time to go to a counselor. Therefore, Bob decides to impersonate Frank and go to Helen as a patient, with the goal of getting close to her in order to gather more information. In exchange, he'll report back to Frank her advice. During their first couple of sessions, Bob acts shy and smitten, and tries to gently seduce Helen. She seems to respond to Bob's courteous advances, all while insisting it's a transfer and that she'll play the role of Sylvia to the benefit of his therapy. After he fakes a suicide attempt, the two of them end up making out in her apartment, with Bob realizing he's actually falling for Helen, which is the reason he still has not written anything about her, prompting an ultimatum from his boss.\n", "labels": "What is the full name of the person that Bob Weston reported the advice to?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7735e80936474423b121bf7a57927a8b"}, {"text": "Definition: 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.\nInput: Passage: Bob Weston works for STOP, a scandal magazine whose owner and staff are proud of being regarded as the filthiest rag in America. One of Bob's colleagues has just written an article about Dr. Helen Gurley Brown, a young psychologist and author of the best-selling book Sex and the Single Girl, a self-help guide with advice to single women on how to deal with men. The article raises doubts on her experience with sex and relationships. Helen is very offended, having lost six appointments with patients due to the article discrediting her as a \"23 year-old virgin.\". Bob wants to follow up by interviewing her, but she refuses.\nBob's friend and neighbor, stocking manufacturer Frank Broderick, is having marriage issues with his strong-willed wife Sylvia, but can't find the time to go to a counselor. Therefore, Bob decides to impersonate Frank and go to Helen as a patient, with the goal of getting close to her in order to gather more information. In exchange, he'll report back to Frank her advice. During their first couple of sessions, Bob acts shy and smitten, and tries to gently seduce Helen. She seems to respond to Bob's courteous advances, all while insisting it's a transfer and that she'll play the role of Sylvia to the benefit of his therapy. After he fakes a suicide attempt, the two of them end up making out in her apartment, with Bob realizing he's actually falling for Helen, which is the reason he still has not written anything about her, prompting an ultimatum from his boss.\n", "labels": "What is the full name of the person that fakes a suicide attempt?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7735e80936474423b121bf7a57927a8b"}, {"text": "Definition: 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.\nInput: Passage: Bob Weston works for STOP, a scandal magazine whose owner and staff are proud of being regarded as the filthiest rag in America. One of Bob's colleagues has just written an article about Dr. Helen Gurley Brown, a young psychologist and author of the best-selling book Sex and the Single Girl, a self-help guide with advice to single women on how to deal with men. The article raises doubts on her experience with sex and relationships. Helen is very offended, having lost six appointments with patients due to the article discrediting her as a \"23 year-old virgin.\". Bob wants to follow up by interviewing her, but she refuses.\nBob's friend and neighbor, stocking manufacturer Frank Broderick, is having marriage issues with his strong-willed wife Sylvia, but can't find the time to go to a counselor. Therefore, Bob decides to impersonate Frank and go to Helen as a patient, with the goal of getting close to her in order to gather more information. In exchange, he'll report back to Frank her advice. During their first couple of sessions, Bob acts shy and smitten, and tries to gently seduce Helen. She seems to respond to Bob's courteous advances, all while insisting it's a transfer and that she'll play the role of Sylvia to the benefit of his therapy. After he fakes a suicide attempt, the two of them end up making out in her apartment, with Bob realizing he's actually falling for Helen, which is the reason he still has not written anything about her, prompting an ultimatum from his boss.\n", "labels": "What is the full name of the person that gives their boss an ultimatum?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7735e80936474423b121bf7a57927a8b"}, {"text": "Definition: 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.\nInput: Passage: A week from the end of high school, Andy is keenly anticipating his graduation, but is putting more effort into running the various student committees - most of which he chairs - than studying for his examinations. His father, honorable judge Hardy learns that Andy has been giving money for tuition to a fellow student, a girl named Kathryn Land. Judge Hardy also learns that Kathryn's father is poor.On his father's advice, Andy attempts to offload some of his own study work, and asks Kathryn Land to be his private secretary, much to the chagrin of his steady girlfriend Polly Benedict. Polly gets quite jealous of Kathryn when she discovers that Andy's bought stockings for Kathryn to wear at graduation. Kathryn's brother Harry takes on the task of designing decorations for the graduation ceremony. The father, a down-on-his-luck international travel expert, is helped by Judge Hardy's connections in the US State Department to find a better job.\n", "labels": "What is the name of Judge Hardy's son?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4f35517b17734747858f4e04ad2528c2"}, {"text": "Definition: 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.\nInput: Passage: A week from the end of high school, Andy is keenly anticipating his graduation, but is putting more effort into running the various student committees - most of which he chairs - than studying for his examinations. His father, honorable judge Hardy learns that Andy has been giving money for tuition to a fellow student, a girl named Kathryn Land. Judge Hardy also learns that Kathryn's father is poor.On his father's advice, Andy attempts to offload some of his own study work, and asks Kathryn Land to be his private secretary, much to the chagrin of his steady girlfriend Polly Benedict. Polly gets quite jealous of Kathryn when she discovers that Andy's bought stockings for Kathryn to wear at graduation. Kathryn's brother Harry takes on the task of designing decorations for the graduation ceremony. The father, a down-on-his-luck international travel expert, is helped by Judge Hardy's connections in the US State Department to find a better job.\n", "labels": "What is Andy's last name?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4f35517b17734747858f4e04ad2528c2"}, {"text": "Definition: 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.\nInput: Passage: A week from the end of high school, Andy is keenly anticipating his graduation, but is putting more effort into running the various student committees - most of which he chairs - than studying for his examinations. His father, honorable judge Hardy learns that Andy has been giving money for tuition to a fellow student, a girl named Kathryn Land. Judge Hardy also learns that Kathryn's father is poor.On his father's advice, Andy attempts to offload some of his own study work, and asks Kathryn Land to be his private secretary, much to the chagrin of his steady girlfriend Polly Benedict. Polly gets quite jealous of Kathryn when she discovers that Andy's bought stockings for Kathryn to wear at graduation. Kathryn's brother Harry takes on the task of designing decorations for the graduation ceremony. The father, a down-on-his-luck international travel expert, is helped by Judge Hardy's connections in the US State Department to find a better job.\n", "labels": "What is the first name of Polly's boyfriend?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4f35517b17734747858f4e04ad2528c2"}, {"text": "Definition: 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.\nInput: Passage: A week from the end of high school, Andy is keenly anticipating his graduation, but is putting more effort into running the various student committees - most of which he chairs - than studying for his examinations. His father, honorable judge Hardy learns that Andy has been giving money for tuition to a fellow student, a girl named Kathryn Land. Judge Hardy also learns that Kathryn's father is poor.On his father's advice, Andy attempts to offload some of his own study work, and asks Kathryn Land to be his private secretary, much to the chagrin of his steady girlfriend Polly Benedict. Polly gets quite jealous of Kathryn when she discovers that Andy's bought stockings for Kathryn to wear at graduation. Kathryn's brother Harry takes on the task of designing decorations for the graduation ceremony. The father, a down-on-his-luck international travel expert, is helped by Judge Hardy's connections in the US State Department to find a better job.\n", "labels": "What is the name of the person who suggests that Andy hire Kathryn?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4f35517b17734747858f4e04ad2528c2"}, {"text": "Definition: 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.\nInput: Passage: A week from the end of high school, Andy is keenly anticipating his graduation, but is putting more effort into running the various student committees - most of which he chairs - than studying for his examinations. His father, honorable judge Hardy learns that Andy has been giving money for tuition to a fellow student, a girl named Kathryn Land. Judge Hardy also learns that Kathryn's father is poor.On his father's advice, Andy attempts to offload some of his own study work, and asks Kathryn Land to be his private secretary, much to the chagrin of his steady girlfriend Polly Benedict. Polly gets quite jealous of Kathryn when she discovers that Andy's bought stockings for Kathryn to wear at graduation. Kathryn's brother Harry takes on the task of designing decorations for the graduation ceremony. The father, a down-on-his-luck international travel expert, is helped by Judge Hardy's connections in the US State Department to find a better job.\n", "labels": "What are the names of the kids who have a poor father?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4f35517b17734747858f4e04ad2528c2"}, {"text": "Definition: 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.\nInput: Passage: After the 1903 winter had passed, Scott prepared for the second main journey of the expedition: an ascent of the western mountains and exploration of the interior of Victoria Land. Armitage's reconnaissance party of the previous year had pioneered a route up to altitude 8,900 feet (2,700 m) before returning, but Scott wished to march west from this point, if possible to the location of the South Magnetic Pole. After a false start due to faulty sledges, a party including Scott, Lashly and Edgar Evans set out from Discovery on 26 October 1903.\nAscending a large glacier, which they named after the party's geologist Ferrar, they reached a height of 7,000 feet (2,100 m) before being held in camp for a week by blizzards. This prevented them from reaching the glacier summit until 13 November. They then marched on beyond Armitage's furthest point, discovered the Polar Plateau and became the first party to travel on it. After the return of geological and supporting parties, Scott, Evans and Lashly continued westward across the featureless plain for another eight days, covering a distance of about 150  miles to reach their most westerly point on 30 November. Having lost their navigational tables in a gale during the glacier ascent, they did not know exactly where they were, and had no landmarks to help them fix a position. The return journey to the Ferrar Glacier was undertaken in conditions which limited them to no more than a mile an hour, with supplies running low and dependent on Scott's rule of thumb navigation. On the descent of the glacier Scott and Evans survived a potentially fatal fall into a crevasse, before the discovery of a snow-free area or dry valley, a rare Antarctic phenomenon. Lashly described the dry valley as \"a splendid place for growing spuds\". The party reached Discovery on 24 December, after a round trip of seven hundred miles covered in 59 days. Their daily average of over 14 miles on this man-hauling journey was significantly better than that achieved with dogs on the previous season's southern journey, a fact which further strengthened Scott's prejudices against dogs. Polar historian David Crane calls the western journey \"one of the great journeys of polar history\".Several other journeys were completed during Scott's absence. Royds and Bernacchi travelled for 31 days on the Barrier in a SE direction, observing its uniformly flat character and making further magnetic readings. Another party had explored the Koettlitz Glacier to the south-west, and Wilson had travelled to Cape Crozier to observe the emperor penguin colony at close quarters.\n", "labels": "What are the last names of the people who named a large glacier after the party's geologist Ferrar?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f062899b79ad440aafc1f41d403383c0"}, {"text": "Definition: 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.\nInput: Passage: After the 1903 winter had passed, Scott prepared for the second main journey of the expedition: an ascent of the western mountains and exploration of the interior of Victoria Land. Armitage's reconnaissance party of the previous year had pioneered a route up to altitude 8,900 feet (2,700 m) before returning, but Scott wished to march west from this point, if possible to the location of the South Magnetic Pole. After a false start due to faulty sledges, a party including Scott, Lashly and Edgar Evans set out from Discovery on 26 October 1903.\nAscending a large glacier, which they named after the party's geologist Ferrar, they reached a height of 7,000 feet (2,100 m) before being held in camp for a week by blizzards. This prevented them from reaching the glacier summit until 13 November. They then marched on beyond Armitage's furthest point, discovered the Polar Plateau and became the first party to travel on it. After the return of geological and supporting parties, Scott, Evans and Lashly continued westward across the featureless plain for another eight days, covering a distance of about 150  miles to reach their most westerly point on 30 November. Having lost their navigational tables in a gale during the glacier ascent, they did not know exactly where they were, and had no landmarks to help them fix a position. The return journey to the Ferrar Glacier was undertaken in conditions which limited them to no more than a mile an hour, with supplies running low and dependent on Scott's rule of thumb navigation. On the descent of the glacier Scott and Evans survived a potentially fatal fall into a crevasse, before the discovery of a snow-free area or dry valley, a rare Antarctic phenomenon. Lashly described the dry valley as \"a splendid place for growing spuds\". The party reached Discovery on 24 December, after a round trip of seven hundred miles covered in 59 days. Their daily average of over 14 miles on this man-hauling journey was significantly better than that achieved with dogs on the previous season's southern journey, a fact which further strengthened Scott's prejudices against dogs. Polar historian David Crane calls the western journey \"one of the great journeys of polar history\".Several other journeys were completed during Scott's absence. Royds and Bernacchi travelled for 31 days on the Barrier in a SE direction, observing its uniformly flat character and making further magnetic readings. Another party had explored the Koettlitz Glacier to the south-west, and Wilson had travelled to Cape Crozier to observe the emperor penguin colony at close quarters.\n", "labels": "What are the last names of the people who set out from Discovery on 26 October 1903 ?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f062899b79ad440aafc1f41d403383c0"}, {"text": "Definition: 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.\nInput: Passage: Whales are known to teach, learn, cooperate, scheme, and grieve. The neocortex of many species of whale is home to elongated spindle neurons that, prior to 2007, were known only in hominids. In humans, these cells are involved in social conduct, emotions,  judgement, and theory of mind. Whale spindle neurons are found in areas of the brain that are homologous to where they are found in humans, suggesting that they perform a similar function.\nBrain size was previously considered a major indicator of the intelligence of an animal. Since most of the brain is used for maintaining bodily functions, greater ratios of brain to body mass may increase the amount of brain mass available for more complex cognitive tasks. Allometric analysis indicates that mammalian brain size scales at approximately the \u2154 or \u00be exponent of the body mass. Comparison of a particular animal's brain size with the expected brain size based on such allometric analysis provides an encephalisation quotient that can be used as another indication of animal intelligence. Sperm whales have the largest brain mass of any animal on earth, averaging 8,000 cubic centimetres (490 in3) and 7.8 kilograms (17 lb) in mature males, in comparison to the average human brain which averages 1,450 cubic centimetres (88 in3) in mature males. The brain to body mass ratio in some odontocetes, such as belugas and narwhals, is second only to humans.Small whales are known to engage in complex play behaviour, which includes such things as producing stable underwater toroidal air-core vortex rings or \"bubble rings\". There are two main methods of bubble ring production: rapid puffing of a burst of air into the water and allowing it to rise to the surface, forming a ring, or swimming repeatedly in a circle and then stopping to inject air into the helical vortex currents thus formed. They also appear to enjoy biting the vortex-rings, so that they burst into many separate bubbles and then rise quickly to the surface. Some believe this is a means of communication. Whales are also known to produce bubble-nets for the purpose of foraging.\nLarger whales are also thought, to some degree, to engage in play. The southern right whale, for example, elevates their tail fluke above the water, remaining in the same position for a considerable amount of time. This is known as \"sailing\". It appears to be a form of play and is most commonly seen off the coast of Argentina and South Africa. Humpback whales, among others, are also known to display this behaviour.\n", "labels": "What type of behavior by whales do some believe is a form of communication?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1a0d1afee7494b68851aef5456a2833d"}, {"text": "Definition: 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.\nInput: Passage: Whales are known to teach, learn, cooperate, scheme, and grieve. The neocortex of many species of whale is home to elongated spindle neurons that, prior to 2007, were known only in hominids. In humans, these cells are involved in social conduct, emotions,  judgement, and theory of mind. Whale spindle neurons are found in areas of the brain that are homologous to where they are found in humans, suggesting that they perform a similar function.\nBrain size was previously considered a major indicator of the intelligence of an animal. Since most of the brain is used for maintaining bodily functions, greater ratios of brain to body mass may increase the amount of brain mass available for more complex cognitive tasks. Allometric analysis indicates that mammalian brain size scales at approximately the \u2154 or \u00be exponent of the body mass. Comparison of a particular animal's brain size with the expected brain size based on such allometric analysis provides an encephalisation quotient that can be used as another indication of animal intelligence. Sperm whales have the largest brain mass of any animal on earth, averaging 8,000 cubic centimetres (490 in3) and 7.8 kilograms (17 lb) in mature males, in comparison to the average human brain which averages 1,450 cubic centimetres (88 in3) in mature males. The brain to body mass ratio in some odontocetes, such as belugas and narwhals, is second only to humans.Small whales are known to engage in complex play behaviour, which includes such things as producing stable underwater toroidal air-core vortex rings or \"bubble rings\". There are two main methods of bubble ring production: rapid puffing of a burst of air into the water and allowing it to rise to the surface, forming a ring, or swimming repeatedly in a circle and then stopping to inject air into the helical vortex currents thus formed. They also appear to enjoy biting the vortex-rings, so that they burst into many separate bubbles and then rise quickly to the surface. Some believe this is a means of communication. Whales are also known to produce bubble-nets for the purpose of foraging.\nLarger whales are also thought, to some degree, to engage in play. The southern right whale, for example, elevates their tail fluke above the water, remaining in the same position for a considerable amount of time. This is known as \"sailing\". It appears to be a form of play and is most commonly seen off the coast of Argentina and South Africa. Humpback whales, among others, are also known to display this behaviour.\n", "labels": "What two types of odontocetes has a brain to body mass second only to humans?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1a0d1afee7494b68851aef5456a2833d"}, {"text": "Definition: 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.\nInput: Passage: Whales are known to teach, learn, cooperate, scheme, and grieve. The neocortex of many species of whale is home to elongated spindle neurons that, prior to 2007, were known only in hominids. In humans, these cells are involved in social conduct, emotions,  judgement, and theory of mind. Whale spindle neurons are found in areas of the brain that are homologous to where they are found in humans, suggesting that they perform a similar function.\nBrain size was previously considered a major indicator of the intelligence of an animal. Since most of the brain is used for maintaining bodily functions, greater ratios of brain to body mass may increase the amount of brain mass available for more complex cognitive tasks. Allometric analysis indicates that mammalian brain size scales at approximately the \u2154 or \u00be exponent of the body mass. Comparison of a particular animal's brain size with the expected brain size based on such allometric analysis provides an encephalisation quotient that can be used as another indication of animal intelligence. Sperm whales have the largest brain mass of any animal on earth, averaging 8,000 cubic centimetres (490 in3) and 7.8 kilograms (17 lb) in mature males, in comparison to the average human brain which averages 1,450 cubic centimetres (88 in3) in mature males. The brain to body mass ratio in some odontocetes, such as belugas and narwhals, is second only to humans.Small whales are known to engage in complex play behaviour, which includes such things as producing stable underwater toroidal air-core vortex rings or \"bubble rings\". There are two main methods of bubble ring production: rapid puffing of a burst of air into the water and allowing it to rise to the surface, forming a ring, or swimming repeatedly in a circle and then stopping to inject air into the helical vortex currents thus formed. They also appear to enjoy biting the vortex-rings, so that they burst into many separate bubbles and then rise quickly to the surface. Some believe this is a means of communication. Whales are also known to produce bubble-nets for the purpose of foraging.\nLarger whales are also thought, to some degree, to engage in play. The southern right whale, for example, elevates their tail fluke above the water, remaining in the same position for a considerable amount of time. This is known as \"sailing\". It appears to be a form of play and is most commonly seen off the coast of Argentina and South Africa. Humpback whales, among others, are also known to display this behaviour.\n", "labels": "What type of whale is known for sailing?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1a0d1afee7494b68851aef5456a2833d"}, {"text": "Definition: 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.\nInput: Passage: George Frederic Watts was born in 1817, the son of a London musical instrument manufacturer. His two brothers died in 1823, and his mother in 1826, giving Watts an obsession with death throughout his life. Watts was apprenticed as a sculptor at the age of 10, and by his mid-teens was proficient enough as an artist to be earning a living as a portrait painter. At the age of 18 he gained admission to the Royal Academy schools, although he disliked their methods and his attendance was intermittent. From 1837, Watts was successful enough to devote himself full-time to painting.In 1843 Watts travelled to Italy where he remained for four years. On his return to London he suffered from melancholia, and painted many notably gloomy works. His skills were widely celebrated, and in 1856 he decided to devote himself to portrait painting. His portraits were extremely highly regarded, and in 1867 he was elected to the Royal Academy, at the time the highest honour available to an artist, although he rapidly became disillusioned with its culture. From 1870 onwards he became widely renowned as a painter of allegorical and mythical subjects; by this time, he was one of the most highly regarded artists in the world. In 1881 he added a glass-roofed gallery to his home at Little Holland House, which was open to the public at weekends, further increasing his fame.\n", "labels": "What is the last name of the person whose two brothers died in 1823?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8228c9ca6d524d3f864f94f60a3c5db3"}, {"text": "Definition: 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.\nInput: Passage: George Frederic Watts was born in 1817, the son of a London musical instrument manufacturer. His two brothers died in 1823, and his mother in 1826, giving Watts an obsession with death throughout his life. Watts was apprenticed as a sculptor at the age of 10, and by his mid-teens was proficient enough as an artist to be earning a living as a portrait painter. At the age of 18 he gained admission to the Royal Academy schools, although he disliked their methods and his attendance was intermittent. From 1837, Watts was successful enough to devote himself full-time to painting.In 1843 Watts travelled to Italy where he remained for four years. On his return to London he suffered from melancholia, and painted many notably gloomy works. His skills were widely celebrated, and in 1856 he decided to devote himself to portrait painting. His portraits were extremely highly regarded, and in 1867 he was elected to the Royal Academy, at the time the highest honour available to an artist, although he rapidly became disillusioned with its culture. From 1870 onwards he became widely renowned as a painter of allegorical and mythical subjects; by this time, he was one of the most highly regarded artists in the world. In 1881 he added a glass-roofed gallery to his home at Little Holland House, which was open to the public at weekends, further increasing his fame.\n", "labels": "What is the last name of the person whose mother died in 1826?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8228c9ca6d524d3f864f94f60a3c5db3"}, {"text": "Definition: 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.\nInput: Passage: George Frederic Watts was born in 1817, the son of a London musical instrument manufacturer. His two brothers died in 1823, and his mother in 1826, giving Watts an obsession with death throughout his life. Watts was apprenticed as a sculptor at the age of 10, and by his mid-teens was proficient enough as an artist to be earning a living as a portrait painter. At the age of 18 he gained admission to the Royal Academy schools, although he disliked their methods and his attendance was intermittent. From 1837, Watts was successful enough to devote himself full-time to painting.In 1843 Watts travelled to Italy where he remained for four years. On his return to London he suffered from melancholia, and painted many notably gloomy works. His skills were widely celebrated, and in 1856 he decided to devote himself to portrait painting. His portraits were extremely highly regarded, and in 1867 he was elected to the Royal Academy, at the time the highest honour available to an artist, although he rapidly became disillusioned with its culture. From 1870 onwards he became widely renowned as a painter of allegorical and mythical subjects; by this time, he was one of the most highly regarded artists in the world. In 1881 he added a glass-roofed gallery to his home at Little Holland House, which was open to the public at weekends, further increasing his fame.\n", "labels": "What is the last name of the person gained admission to the Royal Academy schools at age 18?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8228c9ca6d524d3f864f94f60a3c5db3"}, {"text": "Definition: 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.\nInput: Passage: George Frederic Watts was born in 1817, the son of a London musical instrument manufacturer. His two brothers died in 1823, and his mother in 1826, giving Watts an obsession with death throughout his life. Watts was apprenticed as a sculptor at the age of 10, and by his mid-teens was proficient enough as an artist to be earning a living as a portrait painter. At the age of 18 he gained admission to the Royal Academy schools, although he disliked their methods and his attendance was intermittent. From 1837, Watts was successful enough to devote himself full-time to painting.In 1843 Watts travelled to Italy where he remained for four years. On his return to London he suffered from melancholia, and painted many notably gloomy works. His skills were widely celebrated, and in 1856 he decided to devote himself to portrait painting. His portraits were extremely highly regarded, and in 1867 he was elected to the Royal Academy, at the time the highest honour available to an artist, although he rapidly became disillusioned with its culture. From 1870 onwards he became widely renowned as a painter of allegorical and mythical subjects; by this time, he was one of the most highly regarded artists in the world. In 1881 he added a glass-roofed gallery to his home at Little Holland House, which was open to the public at weekends, further increasing his fame.\n", "labels": "What is the last name of the person who disliked the methods of the Royal Academy schools?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8228c9ca6d524d3f864f94f60a3c5db3"}, {"text": "Definition: 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.\nInput: Passage: George Frederic Watts was born in 1817, the son of a London musical instrument manufacturer. His two brothers died in 1823, and his mother in 1826, giving Watts an obsession with death throughout his life. Watts was apprenticed as a sculptor at the age of 10, and by his mid-teens was proficient enough as an artist to be earning a living as a portrait painter. At the age of 18 he gained admission to the Royal Academy schools, although he disliked their methods and his attendance was intermittent. From 1837, Watts was successful enough to devote himself full-time to painting.In 1843 Watts travelled to Italy where he remained for four years. On his return to London he suffered from melancholia, and painted many notably gloomy works. His skills were widely celebrated, and in 1856 he decided to devote himself to portrait painting. His portraits were extremely highly regarded, and in 1867 he was elected to the Royal Academy, at the time the highest honour available to an artist, although he rapidly became disillusioned with its culture. From 1870 onwards he became widely renowned as a painter of allegorical and mythical subjects; by this time, he was one of the most highly regarded artists in the world. In 1881 he added a glass-roofed gallery to his home at Little Holland House, which was open to the public at weekends, further increasing his fame.\n", "labels": "What is the last name of the person whose attendance was intermittent at the Royal Academy schools?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8228c9ca6d524d3f864f94f60a3c5db3"}, {"text": "Definition: 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.\nInput: Passage: George Frederic Watts was born in 1817, the son of a London musical instrument manufacturer. His two brothers died in 1823, and his mother in 1826, giving Watts an obsession with death throughout his life. Watts was apprenticed as a sculptor at the age of 10, and by his mid-teens was proficient enough as an artist to be earning a living as a portrait painter. At the age of 18 he gained admission to the Royal Academy schools, although he disliked their methods and his attendance was intermittent. From 1837, Watts was successful enough to devote himself full-time to painting.In 1843 Watts travelled to Italy where he remained for four years. On his return to London he suffered from melancholia, and painted many notably gloomy works. His skills were widely celebrated, and in 1856 he decided to devote himself to portrait painting. His portraits were extremely highly regarded, and in 1867 he was elected to the Royal Academy, at the time the highest honour available to an artist, although he rapidly became disillusioned with its culture. From 1870 onwards he became widely renowned as a painter of allegorical and mythical subjects; by this time, he was one of the most highly regarded artists in the world. In 1881 he added a glass-roofed gallery to his home at Little Holland House, which was open to the public at weekends, further increasing his fame.\n", "labels": "What is the last name of the person who suffered from melancholia?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8228c9ca6d524d3f864f94f60a3c5db3"}, {"text": "Definition: 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.\nInput: Passage: George Frederic Watts was born in 1817, the son of a London musical instrument manufacturer. His two brothers died in 1823, and his mother in 1826, giving Watts an obsession with death throughout his life. Watts was apprenticed as a sculptor at the age of 10, and by his mid-teens was proficient enough as an artist to be earning a living as a portrait painter. At the age of 18 he gained admission to the Royal Academy schools, although he disliked their methods and his attendance was intermittent. From 1837, Watts was successful enough to devote himself full-time to painting.In 1843 Watts travelled to Italy where he remained for four years. On his return to London he suffered from melancholia, and painted many notably gloomy works. His skills were widely celebrated, and in 1856 he decided to devote himself to portrait painting. His portraits were extremely highly regarded, and in 1867 he was elected to the Royal Academy, at the time the highest honour available to an artist, although he rapidly became disillusioned with its culture. From 1870 onwards he became widely renowned as a painter of allegorical and mythical subjects; by this time, he was one of the most highly regarded artists in the world. In 1881 he added a glass-roofed gallery to his home at Little Holland House, which was open to the public at weekends, further increasing his fame.\n", "labels": "What is the last name of the person who painted many notably gloomy works?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8228c9ca6d524d3f864f94f60a3c5db3"}, {"text": "Definition: 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.\nInput: Passage: George Frederic Watts was born in 1817, the son of a London musical instrument manufacturer. His two brothers died in 1823, and his mother in 1826, giving Watts an obsession with death throughout his life. Watts was apprenticed as a sculptor at the age of 10, and by his mid-teens was proficient enough as an artist to be earning a living as a portrait painter. At the age of 18 he gained admission to the Royal Academy schools, although he disliked their methods and his attendance was intermittent. From 1837, Watts was successful enough to devote himself full-time to painting.In 1843 Watts travelled to Italy where he remained for four years. On his return to London he suffered from melancholia, and painted many notably gloomy works. His skills were widely celebrated, and in 1856 he decided to devote himself to portrait painting. His portraits were extremely highly regarded, and in 1867 he was elected to the Royal Academy, at the time the highest honour available to an artist, although he rapidly became disillusioned with its culture. From 1870 onwards he became widely renowned as a painter of allegorical and mythical subjects; by this time, he was one of the most highly regarded artists in the world. In 1881 he added a glass-roofed gallery to his home at Little Holland House, which was open to the public at weekends, further increasing his fame.\n", "labels": "What is the last name of the person who decided to devote themselves to portrait painting in 1856?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8228c9ca6d524d3f864f94f60a3c5db3"}, {"text": "Definition: 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.\nInput: Passage: Ruthless killer Steve Michel is known to the public as \"The Claw\" for his way of killing his victims with his prosthetic hook. After his accomplices Ryan and Taylor have broken in and stolen furs from the Flawless Furs warehouse, Steve kills the guard with his hook. When the police arrive at the crime scene in the shape of Detective Dick Tracy, he talks to Humphries, who is the owner of the store; Peter Premium, who is a representative for the insurance company; and a man named Cudd, who is the insurance investigator. The insurance company only has twenty-four hours to find the stolen goods, or they have to reimburse the fur company. Tracy and his semi-competent assistant Patton examine the dead body at the morgue and find a note on it stating that there were three perpetrators performing the hit against the warehouse. It also mentions that they used a truck with the name \"Daisy\" on it. Unfortunately, the three perpetrators disguise the truck before Tracy can find it, and the lead is a dead end. The robbers soon leave their hideout in a local junkyard and go to a nearby bar to phone their boss and get new instructions. As they speak with the boss on the phone, their conversation is overheard by an informant, a blind beggar called Sightless, who goes to pass the information on. Sightless is sloppy and noisy when eavesdropping, and is nearly caught by The Claw. Still, he manages to escape the bar.\n", "labels": "Who hides out in a junkyard with The Claw?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-72d28f36e61f46359aeca1d6422f3dde"}, {"text": "Definition: 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.\nInput: Passage: Ruthless killer Steve Michel is known to the public as \"The Claw\" for his way of killing his victims with his prosthetic hook. After his accomplices Ryan and Taylor have broken in and stolen furs from the Flawless Furs warehouse, Steve kills the guard with his hook. When the police arrive at the crime scene in the shape of Detective Dick Tracy, he talks to Humphries, who is the owner of the store; Peter Premium, who is a representative for the insurance company; and a man named Cudd, who is the insurance investigator. The insurance company only has twenty-four hours to find the stolen goods, or they have to reimburse the fur company. Tracy and his semi-competent assistant Patton examine the dead body at the morgue and find a note on it stating that there were three perpetrators performing the hit against the warehouse. It also mentions that they used a truck with the name \"Daisy\" on it. Unfortunately, the three perpetrators disguise the truck before Tracy can find it, and the lead is a dead end. The robbers soon leave their hideout in a local junkyard and go to a nearby bar to phone their boss and get new instructions. As they speak with the boss on the phone, their conversation is overheard by an informant, a blind beggar called Sightless, who goes to pass the information on. Sightless is sloppy and noisy when eavesdropping, and is nearly caught by The Claw. Still, he manages to escape the bar.\n", "labels": "What was the profession of the deceased man whose body is found to contain a note?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-72d28f36e61f46359aeca1d6422f3dde"}, {"text": "Definition: 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.\nInput: Passage: Ruthless killer Steve Michel is known to the public as \"The Claw\" for his way of killing his victims with his prosthetic hook. After his accomplices Ryan and Taylor have broken in and stolen furs from the Flawless Furs warehouse, Steve kills the guard with his hook. When the police arrive at the crime scene in the shape of Detective Dick Tracy, he talks to Humphries, who is the owner of the store; Peter Premium, who is a representative for the insurance company; and a man named Cudd, who is the insurance investigator. The insurance company only has twenty-four hours to find the stolen goods, or they have to reimburse the fur company. Tracy and his semi-competent assistant Patton examine the dead body at the morgue and find a note on it stating that there were three perpetrators performing the hit against the warehouse. It also mentions that they used a truck with the name \"Daisy\" on it. Unfortunately, the three perpetrators disguise the truck before Tracy can find it, and the lead is a dead end. The robbers soon leave their hideout in a local junkyard and go to a nearby bar to phone their boss and get new instructions. As they speak with the boss on the phone, their conversation is overheard by an informant, a blind beggar called Sightless, who goes to pass the information on. Sightless is sloppy and noisy when eavesdropping, and is nearly caught by The Claw. Still, he manages to escape the bar.\n", "labels": "What is the alias name of the person killing his victims with his prosthetic hook?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-72d28f36e61f46359aeca1d6422f3dde"}, {"text": "Definition: 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.\nInput: Passage: Ruthless killer Steve Michel is known to the public as \"The Claw\" for his way of killing his victims with his prosthetic hook. After his accomplices Ryan and Taylor have broken in and stolen furs from the Flawless Furs warehouse, Steve kills the guard with his hook. When the police arrive at the crime scene in the shape of Detective Dick Tracy, he talks to Humphries, who is the owner of the store; Peter Premium, who is a representative for the insurance company; and a man named Cudd, who is the insurance investigator. The insurance company only has twenty-four hours to find the stolen goods, or they have to reimburse the fur company. Tracy and his semi-competent assistant Patton examine the dead body at the morgue and find a note on it stating that there were three perpetrators performing the hit against the warehouse. It also mentions that they used a truck with the name \"Daisy\" on it. Unfortunately, the three perpetrators disguise the truck before Tracy can find it, and the lead is a dead end. The robbers soon leave their hideout in a local junkyard and go to a nearby bar to phone their boss and get new instructions. As they speak with the boss on the phone, their conversation is overheard by an informant, a blind beggar called Sightless, who goes to pass the information on. Sightless is sloppy and noisy when eavesdropping, and is nearly caught by The Claw. Still, he manages to escape the bar.\n", "labels": "What is the name of the three people Dick Tracy talks to when he arrives at the crime scene?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-72d28f36e61f46359aeca1d6422f3dde"}, {"text": "Definition: 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.\nInput: Passage: Shortly after the failed 1944 20 July plot to assassinate him, Adolf Hitler, appoints General Dietrich von Choltitz as military governor of occupied Paris. Hitler believes Choltitz will obey his order that the Allies should not be allowed to capture Paris without the Germans destroying it completely, similar to the planned destruction of Warsaw.\nThe French Resistance learn that the Allies are not planning to take Paris, but are heading straight to Germany instead. The two factions within the Resistance react to this news differently. The Gaullists under Jacques Chaban-Delmas want to wait and see, while the Communists under Colonel Rol-Tanguy want to take action. The Communists force the issue by calling for a general uprising by the citizens of Paris and by occupying important government buildings. The Gaullists go along with this plan of action once it is set in motion.\nInitially, Choltitz is intent on following Hitler's order to level the city. After his troops fail to dislodge the Resistance from the Prefecture of Police, he orders the Luftwaffe to bomb the building but withdraws the order at the urging of the Swedish Consul, Raoul Nordling, who points out that bombs that miss the Prefecture risk destroying nearby culturally invaluable buildings such as the Notre Dame Cathedral. Choltitz accepts a truce offer from the Resistance (conceived by the Gaullist faction), but the Communists want to keep on fighting, in spite of a lack of ammunition. The truce is, therefore, shortened to one day and the fighting resumes.\n", "labels": "Initially, Choltitz intends to destroy what city?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-79d663c5b36b439e912897e74d1768d4"}, {"text": "Definition: 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.\nInput: Passage: Shortly after the failed 1944 20 July plot to assassinate him, Adolf Hitler, appoints General Dietrich von Choltitz as military governor of occupied Paris. Hitler believes Choltitz will obey his order that the Allies should not be allowed to capture Paris without the Germans destroying it completely, similar to the planned destruction of Warsaw.\nThe French Resistance learn that the Allies are not planning to take Paris, but are heading straight to Germany instead. The two factions within the Resistance react to this news differently. The Gaullists under Jacques Chaban-Delmas want to wait and see, while the Communists under Colonel Rol-Tanguy want to take action. The Communists force the issue by calling for a general uprising by the citizens of Paris and by occupying important government buildings. The Gaullists go along with this plan of action once it is set in motion.\nInitially, Choltitz is intent on following Hitler's order to level the city. After his troops fail to dislodge the Resistance from the Prefecture of Police, he orders the Luftwaffe to bomb the building but withdraws the order at the urging of the Swedish Consul, Raoul Nordling, who points out that bombs that miss the Prefecture risk destroying nearby culturally invaluable buildings such as the Notre Dame Cathedral. Choltitz accepts a truce offer from the Resistance (conceived by the Gaullist faction), but the Communists want to keep on fighting, in spite of a lack of ammunition. The truce is, therefore, shortened to one day and the fighting resumes.\n", "labels": "What news leads to conflicting reactions by differing factions?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-79d663c5b36b439e912897e74d1768d4"}, {"text": "Definition: 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.\nInput: Passage: Shortly after the failed 1944 20 July plot to assassinate him, Adolf Hitler, appoints General Dietrich von Choltitz as military governor of occupied Paris. Hitler believes Choltitz will obey his order that the Allies should not be allowed to capture Paris without the Germans destroying it completely, similar to the planned destruction of Warsaw.\nThe French Resistance learn that the Allies are not planning to take Paris, but are heading straight to Germany instead. The two factions within the Resistance react to this news differently. The Gaullists under Jacques Chaban-Delmas want to wait and see, while the Communists under Colonel Rol-Tanguy want to take action. The Communists force the issue by calling for a general uprising by the citizens of Paris and by occupying important government buildings. The Gaullists go along with this plan of action once it is set in motion.\nInitially, Choltitz is intent on following Hitler's order to level the city. After his troops fail to dislodge the Resistance from the Prefecture of Police, he orders the Luftwaffe to bomb the building but withdraws the order at the urging of the Swedish Consul, Raoul Nordling, who points out that bombs that miss the Prefecture risk destroying nearby culturally invaluable buildings such as the Notre Dame Cathedral. Choltitz accepts a truce offer from the Resistance (conceived by the Gaullist faction), but the Communists want to keep on fighting, in spite of a lack of ammunition. The truce is, therefore, shortened to one day and the fighting resumes.\n", "labels": "What is the full name of the person who is urged by the Swedish Consul to refrain from bombing the Prefecture of Police?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-79d663c5b36b439e912897e74d1768d4"}, {"text": "Definition: 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.\nInput: Passage: On 1 March 1849, Brown was charged with the murder of \"unknown aboriginal natives\". In late March or early April he appeared before a local magistrate in the district, Captain G. V. Butler, who committed him for trial. In May, Butler wrote a letter to Charles Hervey Bagot, a member of the South Australian Legislative Council, in which he listed the victims as one \"old man blind and infirm\", three female adults, two teenage girls (aged 15 and 12 years), and three female children (aged two years, 18 months, and a baby). Butler added that there was \"little question of the butchery or the butcher\".Brown's trial came before the Supreme Court in Adelaide on 11 June 1849. The presiding judge considered that the evidence presented was insufficient, and gave the prosecution another week to investigate. The weakness of the case was directly related to the provisions of the Aboriginal Witnesses Act of 1848 regarding testimony given by Aboriginal witnesses. It was generally believed that Aboriginal people could not understand the oath, but the Act allowed unsworn testimony to be offered by Aboriginal witnesses, with two significant limitations. The court could determine the weight and credibility to be given to Aboriginal testimony, but even more telling was the restriction that when the punishment for a crime was death or transportation, the evidence of an \"uncivilised person or persons\" was considered insufficient unless corroborated by other evidence. A week later, the judge remained unconvinced about the strength of the prosecution, but given \"great suspicion rested on the case\", he gave the prosecution a further extension of time, and released Brown on bail of \u20a4500.In July 1849, the South Australian Advocate General produced a summary of the investigation to date. Several difficulties were detailed, including the fact that Parker denied any knowledge of the crime, as did others who were believed to have heard the incident, discussed in Brown's presence. Brown's co-accused, Eastwood, alias \"Yorkie\", had fled when the investigation began and had apparently left the colony aboard a whaling ship off Kangaroo Island. An important witness named Joice had gone to the neighbouring Port Phillip District of the colony of New South Wales, and Leandermin himself, who it appears was being detained at Guichen Bay, absconded and had allegedly been \"made away with\". The remaining witnesses were those that knew Brown, and apparently would not give evidence against him. Despite the extremely difficult task faced by the prosecution under these circumstances, the Advocate General ordered that investigations continue and issued warrants for the arrest of those that had fled South Australia. Brown appeared at the Supreme Court yet again on 10 and 28 September, but the judge again refused to hear the case without further evidence. By the November sittings of the court, Brown's case had been removed from the listings, and this was the end of the matter as far as the formal investigation was concerned. Effectively, settler solidarity and the law of evidence ensured that Brown was never tried for the murders, despite the fact that those involved in the investigation had no doubt of his guilt. Possibly in response to Brown's case, the Aboriginal Witnesses Act of 1848 was amended in July 1849 to allow a person to be convicted on the sole testimony of an Aboriginal person.\n", "labels": "What is the last name of the person who appeared before a local magistrate in the district?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-44e7019e48b74a658c97a5ca411b5429"}, {"text": "Definition: 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.\nInput: Passage: On 1 March 1849, Brown was charged with the murder of \"unknown aboriginal natives\". In late March or early April he appeared before a local magistrate in the district, Captain G. V. Butler, who committed him for trial. In May, Butler wrote a letter to Charles Hervey Bagot, a member of the South Australian Legislative Council, in which he listed the victims as one \"old man blind and infirm\", three female adults, two teenage girls (aged 15 and 12 years), and three female children (aged two years, 18 months, and a baby). Butler added that there was \"little question of the butchery or the butcher\".Brown's trial came before the Supreme Court in Adelaide on 11 June 1849. The presiding judge considered that the evidence presented was insufficient, and gave the prosecution another week to investigate. The weakness of the case was directly related to the provisions of the Aboriginal Witnesses Act of 1848 regarding testimony given by Aboriginal witnesses. It was generally believed that Aboriginal people could not understand the oath, but the Act allowed unsworn testimony to be offered by Aboriginal witnesses, with two significant limitations. The court could determine the weight and credibility to be given to Aboriginal testimony, but even more telling was the restriction that when the punishment for a crime was death or transportation, the evidence of an \"uncivilised person or persons\" was considered insufficient unless corroborated by other evidence. A week later, the judge remained unconvinced about the strength of the prosecution, but given \"great suspicion rested on the case\", he gave the prosecution a further extension of time, and released Brown on bail of \u20a4500.In July 1849, the South Australian Advocate General produced a summary of the investigation to date. Several difficulties were detailed, including the fact that Parker denied any knowledge of the crime, as did others who were believed to have heard the incident, discussed in Brown's presence. Brown's co-accused, Eastwood, alias \"Yorkie\", had fled when the investigation began and had apparently left the colony aboard a whaling ship off Kangaroo Island. An important witness named Joice had gone to the neighbouring Port Phillip District of the colony of New South Wales, and Leandermin himself, who it appears was being detained at Guichen Bay, absconded and had allegedly been \"made away with\". The remaining witnesses were those that knew Brown, and apparently would not give evidence against him. Despite the extremely difficult task faced by the prosecution under these circumstances, the Advocate General ordered that investigations continue and issued warrants for the arrest of those that had fled South Australia. Brown appeared at the Supreme Court yet again on 10 and 28 September, but the judge again refused to hear the case without further evidence. By the November sittings of the court, Brown's case had been removed from the listings, and this was the end of the matter as far as the formal investigation was concerned. Effectively, settler solidarity and the law of evidence ensured that Brown was never tried for the murders, despite the fact that those involved in the investigation had no doubt of his guilt. Possibly in response to Brown's case, the Aboriginal Witnesses Act of 1848 was amended in July 1849 to allow a person to be convicted on the sole testimony of an Aboriginal person.\n", "labels": "What is the full name of the person who wrote a letter to a member of the South Australian Legislative Council?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-44e7019e48b74a658c97a5ca411b5429"}, {"text": "Definition: 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.\nInput: Passage: On 1 March 1849, Brown was charged with the murder of \"unknown aboriginal natives\". In late March or early April he appeared before a local magistrate in the district, Captain G. V. Butler, who committed him for trial. In May, Butler wrote a letter to Charles Hervey Bagot, a member of the South Australian Legislative Council, in which he listed the victims as one \"old man blind and infirm\", three female adults, two teenage girls (aged 15 and 12 years), and three female children (aged two years, 18 months, and a baby). Butler added that there was \"little question of the butchery or the butcher\".Brown's trial came before the Supreme Court in Adelaide on 11 June 1849. The presiding judge considered that the evidence presented was insufficient, and gave the prosecution another week to investigate. The weakness of the case was directly related to the provisions of the Aboriginal Witnesses Act of 1848 regarding testimony given by Aboriginal witnesses. It was generally believed that Aboriginal people could not understand the oath, but the Act allowed unsworn testimony to be offered by Aboriginal witnesses, with two significant limitations. The court could determine the weight and credibility to be given to Aboriginal testimony, but even more telling was the restriction that when the punishment for a crime was death or transportation, the evidence of an \"uncivilised person or persons\" was considered insufficient unless corroborated by other evidence. A week later, the judge remained unconvinced about the strength of the prosecution, but given \"great suspicion rested on the case\", he gave the prosecution a further extension of time, and released Brown on bail of \u20a4500.In July 1849, the South Australian Advocate General produced a summary of the investigation to date. Several difficulties were detailed, including the fact that Parker denied any knowledge of the crime, as did others who were believed to have heard the incident, discussed in Brown's presence. Brown's co-accused, Eastwood, alias \"Yorkie\", had fled when the investigation began and had apparently left the colony aboard a whaling ship off Kangaroo Island. An important witness named Joice had gone to the neighbouring Port Phillip District of the colony of New South Wales, and Leandermin himself, who it appears was being detained at Guichen Bay, absconded and had allegedly been \"made away with\". The remaining witnesses were those that knew Brown, and apparently would not give evidence against him. Despite the extremely difficult task faced by the prosecution under these circumstances, the Advocate General ordered that investigations continue and issued warrants for the arrest of those that had fled South Australia. Brown appeared at the Supreme Court yet again on 10 and 28 September, but the judge again refused to hear the case without further evidence. By the November sittings of the court, Brown's case had been removed from the listings, and this was the end of the matter as far as the formal investigation was concerned. Effectively, settler solidarity and the law of evidence ensured that Brown was never tried for the murders, despite the fact that those involved in the investigation had no doubt of his guilt. Possibly in response to Brown's case, the Aboriginal Witnesses Act of 1848 was amended in July 1849 to allow a person to be convicted on the sole testimony of an Aboriginal person.\n", "labels": "What is the full name of the person who listed the victims as \"old man blind and infirm,\" three female adults, two teenage girls, and three female children?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-44e7019e48b74a658c97a5ca411b5429"}, {"text": "Definition: 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.\nInput: Passage: On 1 March 1849, Brown was charged with the murder of \"unknown aboriginal natives\". In late March or early April he appeared before a local magistrate in the district, Captain G. V. Butler, who committed him for trial. In May, Butler wrote a letter to Charles Hervey Bagot, a member of the South Australian Legislative Council, in which he listed the victims as one \"old man blind and infirm\", three female adults, two teenage girls (aged 15 and 12 years), and three female children (aged two years, 18 months, and a baby). Butler added that there was \"little question of the butchery or the butcher\".Brown's trial came before the Supreme Court in Adelaide on 11 June 1849. The presiding judge considered that the evidence presented was insufficient, and gave the prosecution another week to investigate. The weakness of the case was directly related to the provisions of the Aboriginal Witnesses Act of 1848 regarding testimony given by Aboriginal witnesses. It was generally believed that Aboriginal people could not understand the oath, but the Act allowed unsworn testimony to be offered by Aboriginal witnesses, with two significant limitations. The court could determine the weight and credibility to be given to Aboriginal testimony, but even more telling was the restriction that when the punishment for a crime was death or transportation, the evidence of an \"uncivilised person or persons\" was considered insufficient unless corroborated by other evidence. A week later, the judge remained unconvinced about the strength of the prosecution, but given \"great suspicion rested on the case\", he gave the prosecution a further extension of time, and released Brown on bail of \u20a4500.In July 1849, the South Australian Advocate General produced a summary of the investigation to date. Several difficulties were detailed, including the fact that Parker denied any knowledge of the crime, as did others who were believed to have heard the incident, discussed in Brown's presence. Brown's co-accused, Eastwood, alias \"Yorkie\", had fled when the investigation began and had apparently left the colony aboard a whaling ship off Kangaroo Island. An important witness named Joice had gone to the neighbouring Port Phillip District of the colony of New South Wales, and Leandermin himself, who it appears was being detained at Guichen Bay, absconded and had allegedly been \"made away with\". The remaining witnesses were those that knew Brown, and apparently would not give evidence against him. Despite the extremely difficult task faced by the prosecution under these circumstances, the Advocate General ordered that investigations continue and issued warrants for the arrest of those that had fled South Australia. Brown appeared at the Supreme Court yet again on 10 and 28 September, but the judge again refused to hear the case without further evidence. By the November sittings of the court, Brown's case had been removed from the listings, and this was the end of the matter as far as the formal investigation was concerned. Effectively, settler solidarity and the law of evidence ensured that Brown was never tried for the murders, despite the fact that those involved in the investigation had no doubt of his guilt. Possibly in response to Brown's case, the Aboriginal Witnesses Act of 1848 was amended in July 1849 to allow a person to be convicted on the sole testimony of an Aboriginal person.\n", "labels": "What \"uncivilised person or persons\" were unable to give sufficient testimony on their own for more serious crimes?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-44e7019e48b74a658c97a5ca411b5429"}, {"text": "Definition: 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.\nInput: Passage: On 1 March 1849, Brown was charged with the murder of \"unknown aboriginal natives\". In late March or early April he appeared before a local magistrate in the district, Captain G. V. Butler, who committed him for trial. In May, Butler wrote a letter to Charles Hervey Bagot, a member of the South Australian Legislative Council, in which he listed the victims as one \"old man blind and infirm\", three female adults, two teenage girls (aged 15 and 12 years), and three female children (aged two years, 18 months, and a baby). Butler added that there was \"little question of the butchery or the butcher\".Brown's trial came before the Supreme Court in Adelaide on 11 June 1849. The presiding judge considered that the evidence presented was insufficient, and gave the prosecution another week to investigate. The weakness of the case was directly related to the provisions of the Aboriginal Witnesses Act of 1848 regarding testimony given by Aboriginal witnesses. It was generally believed that Aboriginal people could not understand the oath, but the Act allowed unsworn testimony to be offered by Aboriginal witnesses, with two significant limitations. The court could determine the weight and credibility to be given to Aboriginal testimony, but even more telling was the restriction that when the punishment for a crime was death or transportation, the evidence of an \"uncivilised person or persons\" was considered insufficient unless corroborated by other evidence. A week later, the judge remained unconvinced about the strength of the prosecution, but given \"great suspicion rested on the case\", he gave the prosecution a further extension of time, and released Brown on bail of \u20a4500.In July 1849, the South Australian Advocate General produced a summary of the investigation to date. Several difficulties were detailed, including the fact that Parker denied any knowledge of the crime, as did others who were believed to have heard the incident, discussed in Brown's presence. Brown's co-accused, Eastwood, alias \"Yorkie\", had fled when the investigation began and had apparently left the colony aboard a whaling ship off Kangaroo Island. An important witness named Joice had gone to the neighbouring Port Phillip District of the colony of New South Wales, and Leandermin himself, who it appears was being detained at Guichen Bay, absconded and had allegedly been \"made away with\". The remaining witnesses were those that knew Brown, and apparently would not give evidence against him. Despite the extremely difficult task faced by the prosecution under these circumstances, the Advocate General ordered that investigations continue and issued warrants for the arrest of those that had fled South Australia. Brown appeared at the Supreme Court yet again on 10 and 28 September, but the judge again refused to hear the case without further evidence. By the November sittings of the court, Brown's case had been removed from the listings, and this was the end of the matter as far as the formal investigation was concerned. Effectively, settler solidarity and the law of evidence ensured that Brown was never tried for the murders, despite the fact that those involved in the investigation had no doubt of his guilt. Possibly in response to Brown's case, the Aboriginal Witnesses Act of 1848 was amended in July 1849 to allow a person to be convicted on the sole testimony of an Aboriginal person.\n", "labels": "Who was the person who those involved in the investigation had no doubt about his guilt?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-44e7019e48b74a658c97a5ca411b5429"}, {"text": "Definition: 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.\nInput: Passage: On 1 March 1849, Brown was charged with the murder of \"unknown aboriginal natives\". In late March or early April he appeared before a local magistrate in the district, Captain G. V. Butler, who committed him for trial. In May, Butler wrote a letter to Charles Hervey Bagot, a member of the South Australian Legislative Council, in which he listed the victims as one \"old man blind and infirm\", three female adults, two teenage girls (aged 15 and 12 years), and three female children (aged two years, 18 months, and a baby). Butler added that there was \"little question of the butchery or the butcher\".Brown's trial came before the Supreme Court in Adelaide on 11 June 1849. The presiding judge considered that the evidence presented was insufficient, and gave the prosecution another week to investigate. The weakness of the case was directly related to the provisions of the Aboriginal Witnesses Act of 1848 regarding testimony given by Aboriginal witnesses. It was generally believed that Aboriginal people could not understand the oath, but the Act allowed unsworn testimony to be offered by Aboriginal witnesses, with two significant limitations. The court could determine the weight and credibility to be given to Aboriginal testimony, but even more telling was the restriction that when the punishment for a crime was death or transportation, the evidence of an \"uncivilised person or persons\" was considered insufficient unless corroborated by other evidence. A week later, the judge remained unconvinced about the strength of the prosecution, but given \"great suspicion rested on the case\", he gave the prosecution a further extension of time, and released Brown on bail of \u20a4500.In July 1849, the South Australian Advocate General produced a summary of the investigation to date. Several difficulties were detailed, including the fact that Parker denied any knowledge of the crime, as did others who were believed to have heard the incident, discussed in Brown's presence. Brown's co-accused, Eastwood, alias \"Yorkie\", had fled when the investigation began and had apparently left the colony aboard a whaling ship off Kangaroo Island. An important witness named Joice had gone to the neighbouring Port Phillip District of the colony of New South Wales, and Leandermin himself, who it appears was being detained at Guichen Bay, absconded and had allegedly been \"made away with\". The remaining witnesses were those that knew Brown, and apparently would not give evidence against him. Despite the extremely difficult task faced by the prosecution under these circumstances, the Advocate General ordered that investigations continue and issued warrants for the arrest of those that had fled South Australia. Brown appeared at the Supreme Court yet again on 10 and 28 September, but the judge again refused to hear the case without further evidence. By the November sittings of the court, Brown's case had been removed from the listings, and this was the end of the matter as far as the formal investigation was concerned. Effectively, settler solidarity and the law of evidence ensured that Brown was never tried for the murders, despite the fact that those involved in the investigation had no doubt of his guilt. Possibly in response to Brown's case, the Aboriginal Witnesses Act of 1848 was amended in July 1849 to allow a person to be convicted on the sole testimony of an Aboriginal person.\n", "labels": "What was the first name of the important witness in the case where the accused was released on bail of \u20a4500?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-44e7019e48b74a658c97a5ca411b5429"}, {"text": "Definition: 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.\nInput: Passage: In the final two weeks before the test, some 250 personnel from Los Alamos were at work at the Trinity site, and Lieutenant Bush's command had ballooned to 125 men guarding and maintaining the base camp. Another 160 men under Major T.O. Palmer were stationed outside the area with vehicles to evacuate the civilian population in the surrounding region should that prove necessary. They had enough vehicles to move 450 people to safety, and had food and supplies to last them for two days. Arrangements were made for Alamogordo Army Air Field to provide accommodation. Groves had warned the Governor of New Mexico, John J. Dempsey, that martial law might have to be declared in the southwestern part of the state.Shelters were established 10,000 yards (9,100 m) due north, west and south of the tower, known as N-10,000, W-10,000 and S-10,000. Each had its own shelter chief: Robert Wilson at N-10,000, John Manley at W-10,000 and Frank Oppenheimer at S-10,000. Many other observers were around 20 miles (32 km) away, and some others were scattered at different distances, some in more informal situations. Richard Feynman claimed to be the only person to see the explosion without the goggles provided, relying on a truck windshield to screen out harmful ultraviolet wavelengths.Bainbridge asked Groves to keep his VIP list down to just ten. He chose himself, Oppenheimer, Richard Tolman, Vannevar Bush, James Conant, Brigadier General Thomas F. Farrell, Charles Lauritsen, Isidor Isaac Rabi, Sir Geoffrey Taylor, and Sir James Chadwick. The VIPs viewed the test from Compania Hill, about 20 miles (32 km) northwest of the tower. The observers set up a betting pool on the results of the test. Edward Teller was the most optimistic, predicting 45 kilotons of TNT (190 TJ). He wore gloves to protect his hands, and sunglasses underneath the welding goggles that the government had supplied everyone with. Teller was also one of the few scientists to actually watch the test (with eye protection), instead of following orders to lie on the ground with his back turned. He also brought suntan lotion, which he shared with the others.\n", "labels": "What is the first name of the person who relied on a truck windshield to screen out harmful ultraviolet wavelengths?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8b9ea1cd59d44720b538cff5d830ba39"}, {"text": "Definition: 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.\nInput: Passage: In the final two weeks before the test, some 250 personnel from Los Alamos were at work at the Trinity site, and Lieutenant Bush's command had ballooned to 125 men guarding and maintaining the base camp. Another 160 men under Major T.O. Palmer were stationed outside the area with vehicles to evacuate the civilian population in the surrounding region should that prove necessary. They had enough vehicles to move 450 people to safety, and had food and supplies to last them for two days. Arrangements were made for Alamogordo Army Air Field to provide accommodation. Groves had warned the Governor of New Mexico, John J. Dempsey, that martial law might have to be declared in the southwestern part of the state.Shelters were established 10,000 yards (9,100 m) due north, west and south of the tower, known as N-10,000, W-10,000 and S-10,000. Each had its own shelter chief: Robert Wilson at N-10,000, John Manley at W-10,000 and Frank Oppenheimer at S-10,000. Many other observers were around 20 miles (32 km) away, and some others were scattered at different distances, some in more informal situations. Richard Feynman claimed to be the only person to see the explosion without the goggles provided, relying on a truck windshield to screen out harmful ultraviolet wavelengths.Bainbridge asked Groves to keep his VIP list down to just ten. He chose himself, Oppenheimer, Richard Tolman, Vannevar Bush, James Conant, Brigadier General Thomas F. Farrell, Charles Lauritsen, Isidor Isaac Rabi, Sir Geoffrey Taylor, and Sir James Chadwick. The VIPs viewed the test from Compania Hill, about 20 miles (32 km) northwest of the tower. The observers set up a betting pool on the results of the test. Edward Teller was the most optimistic, predicting 45 kilotons of TNT (190 TJ). He wore gloves to protect his hands, and sunglasses underneath the welding goggles that the government had supplied everyone with. Teller was also one of the few scientists to actually watch the test (with eye protection), instead of following orders to lie on the ground with his back turned. He also brought suntan lotion, which he shared with the others.\n", "labels": "What is the last name of the person who picked himself for the VIP list?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8b9ea1cd59d44720b538cff5d830ba39"}, {"text": "Definition: 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.\nInput: Passage: In the final two weeks before the test, some 250 personnel from Los Alamos were at work at the Trinity site, and Lieutenant Bush's command had ballooned to 125 men guarding and maintaining the base camp. Another 160 men under Major T.O. Palmer were stationed outside the area with vehicles to evacuate the civilian population in the surrounding region should that prove necessary. They had enough vehicles to move 450 people to safety, and had food and supplies to last them for two days. Arrangements were made for Alamogordo Army Air Field to provide accommodation. Groves had warned the Governor of New Mexico, John J. Dempsey, that martial law might have to be declared in the southwestern part of the state.Shelters were established 10,000 yards (9,100 m) due north, west and south of the tower, known as N-10,000, W-10,000 and S-10,000. Each had its own shelter chief: Robert Wilson at N-10,000, John Manley at W-10,000 and Frank Oppenheimer at S-10,000. Many other observers were around 20 miles (32 km) away, and some others were scattered at different distances, some in more informal situations. Richard Feynman claimed to be the only person to see the explosion without the goggles provided, relying on a truck windshield to screen out harmful ultraviolet wavelengths.Bainbridge asked Groves to keep his VIP list down to just ten. He chose himself, Oppenheimer, Richard Tolman, Vannevar Bush, James Conant, Brigadier General Thomas F. Farrell, Charles Lauritsen, Isidor Isaac Rabi, Sir Geoffrey Taylor, and Sir James Chadwick. The VIPs viewed the test from Compania Hill, about 20 miles (32 km) northwest of the tower. The observers set up a betting pool on the results of the test. Edward Teller was the most optimistic, predicting 45 kilotons of TNT (190 TJ). He wore gloves to protect his hands, and sunglasses underneath the welding goggles that the government had supplied everyone with. Teller was also one of the few scientists to actually watch the test (with eye protection), instead of following orders to lie on the ground with his back turned. He also brought suntan lotion, which he shared with the others.\n", "labels": "What is the first name of the person who wore gloves to protect his hands?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8b9ea1cd59d44720b538cff5d830ba39"}, {"text": "Definition: 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.\nInput: Passage: In the final two weeks before the test, some 250 personnel from Los Alamos were at work at the Trinity site, and Lieutenant Bush's command had ballooned to 125 men guarding and maintaining the base camp. Another 160 men under Major T.O. Palmer were stationed outside the area with vehicles to evacuate the civilian population in the surrounding region should that prove necessary. They had enough vehicles to move 450 people to safety, and had food and supplies to last them for two days. Arrangements were made for Alamogordo Army Air Field to provide accommodation. Groves had warned the Governor of New Mexico, John J. Dempsey, that martial law might have to be declared in the southwestern part of the state.Shelters were established 10,000 yards (9,100 m) due north, west and south of the tower, known as N-10,000, W-10,000 and S-10,000. Each had its own shelter chief: Robert Wilson at N-10,000, John Manley at W-10,000 and Frank Oppenheimer at S-10,000. Many other observers were around 20 miles (32 km) away, and some others were scattered at different distances, some in more informal situations. Richard Feynman claimed to be the only person to see the explosion without the goggles provided, relying on a truck windshield to screen out harmful ultraviolet wavelengths.Bainbridge asked Groves to keep his VIP list down to just ten. He chose himself, Oppenheimer, Richard Tolman, Vannevar Bush, James Conant, Brigadier General Thomas F. Farrell, Charles Lauritsen, Isidor Isaac Rabi, Sir Geoffrey Taylor, and Sir James Chadwick. The VIPs viewed the test from Compania Hill, about 20 miles (32 km) northwest of the tower. The observers set up a betting pool on the results of the test. Edward Teller was the most optimistic, predicting 45 kilotons of TNT (190 TJ). He wore gloves to protect his hands, and sunglasses underneath the welding goggles that the government had supplied everyone with. Teller was also one of the few scientists to actually watch the test (with eye protection), instead of following orders to lie on the ground with his back turned. He also brought suntan lotion, which he shared with the others.\n", "labels": "What is the last name of the person who sunglasses underneath his welding goggles?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8b9ea1cd59d44720b538cff5d830ba39"}, {"text": "Definition: 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.\nInput: Passage: In the final two weeks before the test, some 250 personnel from Los Alamos were at work at the Trinity site, and Lieutenant Bush's command had ballooned to 125 men guarding and maintaining the base camp. Another 160 men under Major T.O. Palmer were stationed outside the area with vehicles to evacuate the civilian population in the surrounding region should that prove necessary. They had enough vehicles to move 450 people to safety, and had food and supplies to last them for two days. Arrangements were made for Alamogordo Army Air Field to provide accommodation. Groves had warned the Governor of New Mexico, John J. Dempsey, that martial law might have to be declared in the southwestern part of the state.Shelters were established 10,000 yards (9,100 m) due north, west and south of the tower, known as N-10,000, W-10,000 and S-10,000. Each had its own shelter chief: Robert Wilson at N-10,000, John Manley at W-10,000 and Frank Oppenheimer at S-10,000. Many other observers were around 20 miles (32 km) away, and some others were scattered at different distances, some in more informal situations. Richard Feynman claimed to be the only person to see the explosion without the goggles provided, relying on a truck windshield to screen out harmful ultraviolet wavelengths.Bainbridge asked Groves to keep his VIP list down to just ten. He chose himself, Oppenheimer, Richard Tolman, Vannevar Bush, James Conant, Brigadier General Thomas F. Farrell, Charles Lauritsen, Isidor Isaac Rabi, Sir Geoffrey Taylor, and Sir James Chadwick. The VIPs viewed the test from Compania Hill, about 20 miles (32 km) northwest of the tower. The observers set up a betting pool on the results of the test. Edward Teller was the most optimistic, predicting 45 kilotons of TNT (190 TJ). He wore gloves to protect his hands, and sunglasses underneath the welding goggles that the government had supplied everyone with. Teller was also one of the few scientists to actually watch the test (with eye protection), instead of following orders to lie on the ground with his back turned. He also brought suntan lotion, which he shared with the others.\n", "labels": "What is the first name of the person who was also one of the few scientists to actually watch the test ?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8b9ea1cd59d44720b538cff5d830ba39"}, {"text": "Definition: 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.\nInput: Passage: In the final two weeks before the test, some 250 personnel from Los Alamos were at work at the Trinity site, and Lieutenant Bush's command had ballooned to 125 men guarding and maintaining the base camp. Another 160 men under Major T.O. Palmer were stationed outside the area with vehicles to evacuate the civilian population in the surrounding region should that prove necessary. They had enough vehicles to move 450 people to safety, and had food and supplies to last them for two days. Arrangements were made for Alamogordo Army Air Field to provide accommodation. Groves had warned the Governor of New Mexico, John J. Dempsey, that martial law might have to be declared in the southwestern part of the state.Shelters were established 10,000 yards (9,100 m) due north, west and south of the tower, known as N-10,000, W-10,000 and S-10,000. Each had its own shelter chief: Robert Wilson at N-10,000, John Manley at W-10,000 and Frank Oppenheimer at S-10,000. Many other observers were around 20 miles (32 km) away, and some others were scattered at different distances, some in more informal situations. Richard Feynman claimed to be the only person to see the explosion without the goggles provided, relying on a truck windshield to screen out harmful ultraviolet wavelengths.Bainbridge asked Groves to keep his VIP list down to just ten. He chose himself, Oppenheimer, Richard Tolman, Vannevar Bush, James Conant, Brigadier General Thomas F. Farrell, Charles Lauritsen, Isidor Isaac Rabi, Sir Geoffrey Taylor, and Sir James Chadwick. The VIPs viewed the test from Compania Hill, about 20 miles (32 km) northwest of the tower. The observers set up a betting pool on the results of the test. Edward Teller was the most optimistic, predicting 45 kilotons of TNT (190 TJ). He wore gloves to protect his hands, and sunglasses underneath the welding goggles that the government had supplied everyone with. Teller was also one of the few scientists to actually watch the test (with eye protection), instead of following orders to lie on the ground with his back turned. He also brought suntan lotion, which he shared with the others.\n", "labels": "What is the first name of the person who didn't follow the orders to lie on the ground with his back turned?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8b9ea1cd59d44720b538cff5d830ba39"}, {"text": "Definition: 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.\nInput: Passage: In the final two weeks before the test, some 250 personnel from Los Alamos were at work at the Trinity site, and Lieutenant Bush's command had ballooned to 125 men guarding and maintaining the base camp. Another 160 men under Major T.O. Palmer were stationed outside the area with vehicles to evacuate the civilian population in the surrounding region should that prove necessary. They had enough vehicles to move 450 people to safety, and had food and supplies to last them for two days. Arrangements were made for Alamogordo Army Air Field to provide accommodation. Groves had warned the Governor of New Mexico, John J. Dempsey, that martial law might have to be declared in the southwestern part of the state.Shelters were established 10,000 yards (9,100 m) due north, west and south of the tower, known as N-10,000, W-10,000 and S-10,000. Each had its own shelter chief: Robert Wilson at N-10,000, John Manley at W-10,000 and Frank Oppenheimer at S-10,000. Many other observers were around 20 miles (32 km) away, and some others were scattered at different distances, some in more informal situations. Richard Feynman claimed to be the only person to see the explosion without the goggles provided, relying on a truck windshield to screen out harmful ultraviolet wavelengths.Bainbridge asked Groves to keep his VIP list down to just ten. He chose himself, Oppenheimer, Richard Tolman, Vannevar Bush, James Conant, Brigadier General Thomas F. Farrell, Charles Lauritsen, Isidor Isaac Rabi, Sir Geoffrey Taylor, and Sir James Chadwick. The VIPs viewed the test from Compania Hill, about 20 miles (32 km) northwest of the tower. The observers set up a betting pool on the results of the test. Edward Teller was the most optimistic, predicting 45 kilotons of TNT (190 TJ). He wore gloves to protect his hands, and sunglasses underneath the welding goggles that the government had supplied everyone with. Teller was also one of the few scientists to actually watch the test (with eye protection), instead of following orders to lie on the ground with his back turned. He also brought suntan lotion, which he shared with the others.\n", "labels": "What is the first name of the person who shared his suntan lotion?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8b9ea1cd59d44720b538cff5d830ba39"}, {"text": "Definition: 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.\nInput: Passage: A landscape can be seen through the window behind St. Catherine. Because of the miniature scale of the painting it can be seen only at close up. The view is built with extremely fine brushwork and shows a number of highly detailed buildings and hills before snowcapped mountains.A lance rests against the shoulder of a youthful-looking St. Michael. Michael is dressed in elaborately jewelled and coloured armour, his left arm holding his helmet, while his right hand rests on the shoulder of the donor as he is presented to Mary. The donor kneels in prayer before the Virgin, with his hands held upwards as if in prayer, although they are not clasped. He wears a gold ring on his right small finger, and is dressed in a long olive-green houppelande, at the time the height of fashion and an indicator of status within the Burgundian court. The gown has a fur-lined high collar and deep baggy sleeves, also lined with fur.  The donor's bowl-shaped haircut, rounded at the fringe but cut above his ears, is also typical of mid-1430s Netherlandish fashion. Except for the red hood, the garment closely resembles that worn by the groom in the Arnolfini Portrait.The capital of the pillar above the donor's head is lined with carvings of military scenes. Similar carvings are seen near the donor in van Eyck's earlier van der Paele and Madonna of Chancellor Rolin, and where they depict events or personal circumstances from the donor's life. Those in the present work likely serve a similar role, however because the donor is unidentified it is unknown as to what they may refer. Elisabeth Dhanens speculates that they might depict the sarcophagus of Hippolytus in Pisa, which she believes adds credibility to the belief the donor was of Italian origin; she also notes the military scene reflects St. Michael's status as military commander. Ward compares the carving to a similar one found in the Washington Annunciation. Unlike in van Eyck's earlier votive portraits the donor is positioned at a remove from the Marian apparition, and at a much smaller scale to Mary on a triptych wing.The lettering running along the edges of the panel's frame consists of a prayer fragment from the liturgy for the feast of St. Michael. The extract reads HIC EST ARCHANGELUS PRINCEPS MILITAE ANGELORUM CUIUS HONOR PRAESTAT BENEFICIA POPULORUM ET ORATARIO PERDUCIT AD REGNA COELORUM. HIC ANGELUS MICHAEL DEI NUNTIUS DE ANIMABUS JUSTIS. GRATIA DEI ILLE VICTOR IN COELIS RESEDIT. A PACIBUS (\"This is Michael the Archangel, leader of the angelic hosts, whose privilege it is to grant favours to the people, and whose prayer leads them to the Kingdom of Heaven. The Archangel Michael is God's messenger for the souls of the just. By the grace of God, that great victor has taken his place in Heaven, on the side of peace'\").\n", "labels": "What is the specific term for the garment that closely resembles the one worn by the groom in the Arnolfini Portrait?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-44abb98973e14930b2bf527e95efdd28"}, {"text": "Definition: 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.\nInput: Passage: A landscape can be seen through the window behind St. Catherine. Because of the miniature scale of the painting it can be seen only at close up. The view is built with extremely fine brushwork and shows a number of highly detailed buildings and hills before snowcapped mountains.A lance rests against the shoulder of a youthful-looking St. Michael. Michael is dressed in elaborately jewelled and coloured armour, his left arm holding his helmet, while his right hand rests on the shoulder of the donor as he is presented to Mary. The donor kneels in prayer before the Virgin, with his hands held upwards as if in prayer, although they are not clasped. He wears a gold ring on his right small finger, and is dressed in a long olive-green houppelande, at the time the height of fashion and an indicator of status within the Burgundian court. The gown has a fur-lined high collar and deep baggy sleeves, also lined with fur.  The donor's bowl-shaped haircut, rounded at the fringe but cut above his ears, is also typical of mid-1430s Netherlandish fashion. Except for the red hood, the garment closely resembles that worn by the groom in the Arnolfini Portrait.The capital of the pillar above the donor's head is lined with carvings of military scenes. Similar carvings are seen near the donor in van Eyck's earlier van der Paele and Madonna of Chancellor Rolin, and where they depict events or personal circumstances from the donor's life. Those in the present work likely serve a similar role, however because the donor is unidentified it is unknown as to what they may refer. Elisabeth Dhanens speculates that they might depict the sarcophagus of Hippolytus in Pisa, which she believes adds credibility to the belief the donor was of Italian origin; she also notes the military scene reflects St. Michael's status as military commander. Ward compares the carving to a similar one found in the Washington Annunciation. Unlike in van Eyck's earlier votive portraits the donor is positioned at a remove from the Marian apparition, and at a much smaller scale to Mary on a triptych wing.The lettering running along the edges of the panel's frame consists of a prayer fragment from the liturgy for the feast of St. Michael. The extract reads HIC EST ARCHANGELUS PRINCEPS MILITAE ANGELORUM CUIUS HONOR PRAESTAT BENEFICIA POPULORUM ET ORATARIO PERDUCIT AD REGNA COELORUM. HIC ANGELUS MICHAEL DEI NUNTIUS DE ANIMABUS JUSTIS. GRATIA DEI ILLE VICTOR IN COELIS RESEDIT. A PACIBUS (\"This is Michael the Archangel, leader of the angelic hosts, whose privilege it is to grant favours to the people, and whose prayer leads them to the Kingdom of Heaven. The Archangel Michael is God's messenger for the souls of the just. By the grace of God, that great victor has taken his place in Heaven, on the side of peace'\").\n", "labels": "What specific role do the carvings above the donor's head in the present work, analogous to those in van Eyck's earlier van der Paele and Madonna of Chancellor Rolin, likely serve?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-44abb98973e14930b2bf527e95efdd28"}, {"text": "Definition: 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.\nInput: Passage: A landscape can be seen through the window behind St. Catherine. Because of the miniature scale of the painting it can be seen only at close up. The view is built with extremely fine brushwork and shows a number of highly detailed buildings and hills before snowcapped mountains.A lance rests against the shoulder of a youthful-looking St. Michael. Michael is dressed in elaborately jewelled and coloured armour, his left arm holding his helmet, while his right hand rests on the shoulder of the donor as he is presented to Mary. The donor kneels in prayer before the Virgin, with his hands held upwards as if in prayer, although they are not clasped. He wears a gold ring on his right small finger, and is dressed in a long olive-green houppelande, at the time the height of fashion and an indicator of status within the Burgundian court. The gown has a fur-lined high collar and deep baggy sleeves, also lined with fur.  The donor's bowl-shaped haircut, rounded at the fringe but cut above his ears, is also typical of mid-1430s Netherlandish fashion. Except for the red hood, the garment closely resembles that worn by the groom in the Arnolfini Portrait.The capital of the pillar above the donor's head is lined with carvings of military scenes. Similar carvings are seen near the donor in van Eyck's earlier van der Paele and Madonna of Chancellor Rolin, and where they depict events or personal circumstances from the donor's life. Those in the present work likely serve a similar role, however because the donor is unidentified it is unknown as to what they may refer. Elisabeth Dhanens speculates that they might depict the sarcophagus of Hippolytus in Pisa, which she believes adds credibility to the belief the donor was of Italian origin; she also notes the military scene reflects St. Michael's status as military commander. Ward compares the carving to a similar one found in the Washington Annunciation. Unlike in van Eyck's earlier votive portraits the donor is positioned at a remove from the Marian apparition, and at a much smaller scale to Mary on a triptych wing.The lettering running along the edges of the panel's frame consists of a prayer fragment from the liturgy for the feast of St. Michael. The extract reads HIC EST ARCHANGELUS PRINCEPS MILITAE ANGELORUM CUIUS HONOR PRAESTAT BENEFICIA POPULORUM ET ORATARIO PERDUCIT AD REGNA COELORUM. HIC ANGELUS MICHAEL DEI NUNTIUS DE ANIMABUS JUSTIS. GRATIA DEI ILLE VICTOR IN COELIS RESEDIT. A PACIBUS (\"This is Michael the Archangel, leader of the angelic hosts, whose privilege it is to grant favours to the people, and whose prayer leads them to the Kingdom of Heaven. The Archangel Michael is God's messenger for the souls of the just. By the grace of God, that great victor has taken his place in Heaven, on the side of peace'\").\n", "labels": "What is the name of the person that wears a gold ring on his finger?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-44abb98973e14930b2bf527e95efdd28"}, {"text": "Definition: 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.\nInput: Passage: A landscape can be seen through the window behind St. Catherine. Because of the miniature scale of the painting it can be seen only at close up. The view is built with extremely fine brushwork and shows a number of highly detailed buildings and hills before snowcapped mountains.A lance rests against the shoulder of a youthful-looking St. Michael. Michael is dressed in elaborately jewelled and coloured armour, his left arm holding his helmet, while his right hand rests on the shoulder of the donor as he is presented to Mary. The donor kneels in prayer before the Virgin, with his hands held upwards as if in prayer, although they are not clasped. He wears a gold ring on his right small finger, and is dressed in a long olive-green houppelande, at the time the height of fashion and an indicator of status within the Burgundian court. The gown has a fur-lined high collar and deep baggy sleeves, also lined with fur.  The donor's bowl-shaped haircut, rounded at the fringe but cut above his ears, is also typical of mid-1430s Netherlandish fashion. Except for the red hood, the garment closely resembles that worn by the groom in the Arnolfini Portrait.The capital of the pillar above the donor's head is lined with carvings of military scenes. Similar carvings are seen near the donor in van Eyck's earlier van der Paele and Madonna of Chancellor Rolin, and where they depict events or personal circumstances from the donor's life. Those in the present work likely serve a similar role, however because the donor is unidentified it is unknown as to what they may refer. Elisabeth Dhanens speculates that they might depict the sarcophagus of Hippolytus in Pisa, which she believes adds credibility to the belief the donor was of Italian origin; she also notes the military scene reflects St. Michael's status as military commander. Ward compares the carving to a similar one found in the Washington Annunciation. Unlike in van Eyck's earlier votive portraits the donor is positioned at a remove from the Marian apparition, and at a much smaller scale to Mary on a triptych wing.The lettering running along the edges of the panel's frame consists of a prayer fragment from the liturgy for the feast of St. Michael. The extract reads HIC EST ARCHANGELUS PRINCEPS MILITAE ANGELORUM CUIUS HONOR PRAESTAT BENEFICIA POPULORUM ET ORATARIO PERDUCIT AD REGNA COELORUM. HIC ANGELUS MICHAEL DEI NUNTIUS DE ANIMABUS JUSTIS. GRATIA DEI ILLE VICTOR IN COELIS RESEDIT. A PACIBUS (\"This is Michael the Archangel, leader of the angelic hosts, whose privilege it is to grant favours to the people, and whose prayer leads them to the Kingdom of Heaven. The Archangel Michael is God's messenger for the souls of the just. By the grace of God, that great victor has taken his place in Heaven, on the side of peace'\").\n", "labels": "What is the full name of the person that believes adds credibility to the belief the donor was of Italian origin?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-44abb98973e14930b2bf527e95efdd28"}, {"text": "Definition: 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.\nInput: Passage: A landscape can be seen through the window behind St. Catherine. Because of the miniature scale of the painting it can be seen only at close up. The view is built with extremely fine brushwork and shows a number of highly detailed buildings and hills before snowcapped mountains.A lance rests against the shoulder of a youthful-looking St. Michael. Michael is dressed in elaborately jewelled and coloured armour, his left arm holding his helmet, while his right hand rests on the shoulder of the donor as he is presented to Mary. The donor kneels in prayer before the Virgin, with his hands held upwards as if in prayer, although they are not clasped. He wears a gold ring on his right small finger, and is dressed in a long olive-green houppelande, at the time the height of fashion and an indicator of status within the Burgundian court. The gown has a fur-lined high collar and deep baggy sleeves, also lined with fur.  The donor's bowl-shaped haircut, rounded at the fringe but cut above his ears, is also typical of mid-1430s Netherlandish fashion. Except for the red hood, the garment closely resembles that worn by the groom in the Arnolfini Portrait.The capital of the pillar above the donor's head is lined with carvings of military scenes. Similar carvings are seen near the donor in van Eyck's earlier van der Paele and Madonna of Chancellor Rolin, and where they depict events or personal circumstances from the donor's life. Those in the present work likely serve a similar role, however because the donor is unidentified it is unknown as to what they may refer. Elisabeth Dhanens speculates that they might depict the sarcophagus of Hippolytus in Pisa, which she believes adds credibility to the belief the donor was of Italian origin; she also notes the military scene reflects St. Michael's status as military commander. Ward compares the carving to a similar one found in the Washington Annunciation. Unlike in van Eyck's earlier votive portraits the donor is positioned at a remove from the Marian apparition, and at a much smaller scale to Mary on a triptych wing.The lettering running along the edges of the panel's frame consists of a prayer fragment from the liturgy for the feast of St. Michael. The extract reads HIC EST ARCHANGELUS PRINCEPS MILITAE ANGELORUM CUIUS HONOR PRAESTAT BENEFICIA POPULORUM ET ORATARIO PERDUCIT AD REGNA COELORUM. HIC ANGELUS MICHAEL DEI NUNTIUS DE ANIMABUS JUSTIS. GRATIA DEI ILLE VICTOR IN COELIS RESEDIT. A PACIBUS (\"This is Michael the Archangel, leader of the angelic hosts, whose privilege it is to grant favours to the people, and whose prayer leads them to the Kingdom of Heaven. The Archangel Michael is God's messenger for the souls of the just. By the grace of God, that great victor has taken his place in Heaven, on the side of peace'\").\n", "labels": "What is the name of the person that painted a landscape can be seen through the window behind St. Catherine?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-44abb98973e14930b2bf527e95efdd28"}, {"text": "Definition: 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.\nInput: Passage: The history of Solidarity (Polish: Solidarno\u015b\u0107, pronounced [s\u0254li\u02c8darn\u0254\u0255t\u0361\u0255] (listen)), a Polish non-governmental trade union, began on August 14, 1980, at the Lenin Shipyards (now Gda\u0144sk Shipyards) at its founding by Lech Wa\u0142\u0119sa and others. In the early 1980s, it became the first independent labor union in a Soviet-bloc country. Solidarity gave rise to a broad, non-violent, anti-communist social movement that, at its height, claimed some 9.4 million members. It is considered to have contributed greatly to the fall of communism.\nPoland's communist government attempted to destroy the union by instituting martial law in 1981, followed by several years of political repression, but in the end was forced into negotiation. The Roundtable Talks between the government and the Solidarity-led opposition resulted in semi-free elections in 1989. By the end of August 1989, a Solidarity-led coalition government had been formed, and, in December 1990, Wa\u0142\u0119sa was elected president. This was soon followed by the dismantling of the communist governmental system and by Poland's transformation into a modern democratic state. Solidarity's early survival represented a break in the hard-line stance of the communist Polish United Workers' Party (PZPR), and was an unprecedented event; not only for the People's Republic of Poland\u2014a satellite of the USSR ruled by a one-party communist regime\u2014but for the whole of the Eastern bloc. Solidarity's example led to the spread of anti-communist ideas and movements throughout the Eastern Bloc, weakening communist governments. This process later culminated in the Revolutions of 1989.\nIn the 1990s, Solidarity's influence on Poland's political scene waned. A political arm of the \"Solidarity\" movement, Solidarity Electoral Action (AWS), was founded in 1996 and would win the Polish parliamentary elections in 1997, only to lose the subsequent 2001 elections. Thereafter, Solidarity had little influence as a political party, though it did become the largest trade union in Poland.\n", "labels": "What was soon followed by the dismantling of the communist governmental system and by Poland's transformation into a modern democratic state?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8416aa10039946d69a0afaa7bbf11564"}, {"text": "Definition: 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.\nInput: Passage: The history of Solidarity (Polish: Solidarno\u015b\u0107, pronounced [s\u0254li\u02c8darn\u0254\u0255t\u0361\u0255] (listen)), a Polish non-governmental trade union, began on August 14, 1980, at the Lenin Shipyards (now Gda\u0144sk Shipyards) at its founding by Lech Wa\u0142\u0119sa and others. In the early 1980s, it became the first independent labor union in a Soviet-bloc country. Solidarity gave rise to a broad, non-violent, anti-communist social movement that, at its height, claimed some 9.4 million members. It is considered to have contributed greatly to the fall of communism.\nPoland's communist government attempted to destroy the union by instituting martial law in 1981, followed by several years of political repression, but in the end was forced into negotiation. The Roundtable Talks between the government and the Solidarity-led opposition resulted in semi-free elections in 1989. By the end of August 1989, a Solidarity-led coalition government had been formed, and, in December 1990, Wa\u0142\u0119sa was elected president. This was soon followed by the dismantling of the communist governmental system and by Poland's transformation into a modern democratic state. Solidarity's early survival represented a break in the hard-line stance of the communist Polish United Workers' Party (PZPR), and was an unprecedented event; not only for the People's Republic of Poland\u2014a satellite of the USSR ruled by a one-party communist regime\u2014but for the whole of the Eastern bloc. Solidarity's example led to the spread of anti-communist ideas and movements throughout the Eastern Bloc, weakening communist governments. This process later culminated in the Revolutions of 1989.\nIn the 1990s, Solidarity's influence on Poland's political scene waned. A political arm of the \"Solidarity\" movement, Solidarity Electoral Action (AWS), was founded in 1996 and would win the Polish parliamentary elections in 1997, only to lose the subsequent 2001 elections. Thereafter, Solidarity had little influence as a political party, though it did become the largest trade union in Poland.\n", "labels": "What was the name of the largest trade union in Poland?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8416aa10039946d69a0afaa7bbf11564"}, {"text": "Definition: 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.\nInput: Passage: The Metacomet Ridge picks up elevation again with the Pocumtuck Ridge, beginning on Sugarloaf Mountain and the parallel massif of Mount Toby, 1,269 feet (387 m), the high point of the Metacomet Ridge geography. Both Sugarloaf Mountain and Mount Toby are composed of erosion-resistant sedimentary rock. North of Mount Sugarloaf, the Pocumtuck Ridge continues as alternating sedimentary and traprock dominated strata to Greenfield, Massachusetts. From Greenfield north to 2 miles (3 km) short of the Vermont\u2013New Hampshire\u2013Massachusetts tri-border, the profile of the Metacomet Ridge diminishes into a series of nondescript hills and low, wooded mountain peaks composed of sedimentary rock with dwindling traprock outcrops.In Connecticut, the high point of the Metacomet Ridge is West Peak of the Hanging Hills at 1,024 feet (312 m); in Massachusetts, the highest traprock peak is Mount Tom, 1,202 feet (366 m), although Mount Toby, made of sedimentary rock, is higher. Visually, the Metacomet Ridge is narrowest at Provin Mountain and East Mountain in Massachusetts where it is less than 0.5 miles (1 km) wide; it is widest at Totoket Mountain, over 4 miles (6 km). However, low parallel hills and related strata along much of the range often make the actual geologic breadth of the Metacomet Ridge wider than the more noticeable ridgeline crests, up to 10 miles (16 km) across in some areas. Significant river drainages of the Metacomet Ridge include the Connecticut River and tributaries (Falls River, Deerfield River, Westfield River, Farmington River, Coginchaug River); and, in southern Connecticut, the Quinnipiac River.The Metacomet Ridge is surrounded by rural wooded, agricultural, and suburban landscapes, and is no more than 6 miles (10 km) from a number of urban hubs such as New Haven, Meriden, New Britain, Hartford, and Springfield. Small city centers abutting the ridge include Greenfield, Northampton, Amherst, Holyoke, West Hartford, Farmington, Wallingford, and Hamden.\n", "labels": "What is the main river drainage in southern Connecticut for the ridge that has a high point of 1,024 feet in Connecticut?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e9b648f44c944313a1077af112660cb1"}, {"text": "Definition: 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.\nInput: Passage: The Metacomet Ridge picks up elevation again with the Pocumtuck Ridge, beginning on Sugarloaf Mountain and the parallel massif of Mount Toby, 1,269 feet (387 m), the high point of the Metacomet Ridge geography. Both Sugarloaf Mountain and Mount Toby are composed of erosion-resistant sedimentary rock. North of Mount Sugarloaf, the Pocumtuck Ridge continues as alternating sedimentary and traprock dominated strata to Greenfield, Massachusetts. From Greenfield north to 2 miles (3 km) short of the Vermont\u2013New Hampshire\u2013Massachusetts tri-border, the profile of the Metacomet Ridge diminishes into a series of nondescript hills and low, wooded mountain peaks composed of sedimentary rock with dwindling traprock outcrops.In Connecticut, the high point of the Metacomet Ridge is West Peak of the Hanging Hills at 1,024 feet (312 m); in Massachusetts, the highest traprock peak is Mount Tom, 1,202 feet (366 m), although Mount Toby, made of sedimentary rock, is higher. Visually, the Metacomet Ridge is narrowest at Provin Mountain and East Mountain in Massachusetts where it is less than 0.5 miles (1 km) wide; it is widest at Totoket Mountain, over 4 miles (6 km). However, low parallel hills and related strata along much of the range often make the actual geologic breadth of the Metacomet Ridge wider than the more noticeable ridgeline crests, up to 10 miles (16 km) across in some areas. Significant river drainages of the Metacomet Ridge include the Connecticut River and tributaries (Falls River, Deerfield River, Westfield River, Farmington River, Coginchaug River); and, in southern Connecticut, the Quinnipiac River.The Metacomet Ridge is surrounded by rural wooded, agricultural, and suburban landscapes, and is no more than 6 miles (10 km) from a number of urban hubs such as New Haven, Meriden, New Britain, Hartford, and Springfield. Small city centers abutting the ridge include Greenfield, Northampton, Amherst, Holyoke, West Hartford, Farmington, Wallingford, and Hamden.\n", "labels": "Within how many miles are the urban centers from the ridge that is up to 10 miles wide in some areas?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e9b648f44c944313a1077af112660cb1"}, {"text": "Definition: 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.\nInput: Passage: Vampires are finding their own undead bodies being mutated by the pollution of the host's blood, tainted with hard drugs and sexually transmitted diseases, alcohol, diabetes, anti-depressants, and cigarettes: substances that change the blood and makes it undrinkable for vampires.  The scarcity of good blood has incited an underground civil war between various groups of vampires.  A clique of 4 vampires, led by Benedict, struggle to find sustenance by seeking victims with untainted blood.  The group is being stalked by a samurai sword-wielding vampire-killing Priest, who leaves a note on the bodies of slain vampires in the form of a playing card inscribed with the words \"Live Evil\".  In order to survive both their race's own fierce infighting and the biological pollution found in human blood, the group desperately seeks out Max, a \"blood pusher\" who steals from hospital blood banks to offer the freshest and purest blood around. But they may not have time to enjoy it, because the vengeful Priest is hot on their trail.\n", "labels": "Who does Benedict's group get their blood from?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-fe411cd54c4b43f2aee3ccee458aa41d"}, {"text": "Definition: 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.\nInput: Passage: Vampires are finding their own undead bodies being mutated by the pollution of the host's blood, tainted with hard drugs and sexually transmitted diseases, alcohol, diabetes, anti-depressants, and cigarettes: substances that change the blood and makes it undrinkable for vampires.  The scarcity of good blood has incited an underground civil war between various groups of vampires.  A clique of 4 vampires, led by Benedict, struggle to find sustenance by seeking victims with untainted blood.  The group is being stalked by a samurai sword-wielding vampire-killing Priest, who leaves a note on the bodies of slain vampires in the form of a playing card inscribed with the words \"Live Evil\".  In order to survive both their race's own fierce infighting and the biological pollution found in human blood, the group desperately seeks out Max, a \"blood pusher\" who steals from hospital blood banks to offer the freshest and purest blood around. But they may not have time to enjoy it, because the vengeful Priest is hot on their trail.\n", "labels": "What type of substance is difficult to come by?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-fe411cd54c4b43f2aee3ccee458aa41d"}, {"text": "Definition: 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.\nInput: Passage: South Sister, also known as \"Charity\", is the tallest volcano of the trio, standing at 10,363 feet (3,159 m). The eruptive products range from basaltic andesite to rhyolite and rhyodacite. It is a predominantly rhyolitic stratovolcano overlying an older shield structure. Its modern structure is no more than 50,000 years old, and it last erupted about 2,000 years ago. Although its first eruptive events from 50,000 to 30,000 years ago were predominantly rhyolitic, between 38,000 and 32,000 years ago the volcano began to alternate between dacitic/rhyodacitic and rhyolitic eruptions. The volcano built a broad andesitic cone, forming a steep summit cone of andesite about 27,000 years ago. South Sister remained dormant for 15,000 years, after which its composition shifted from dacitic to more rhyolitic lava. An eruptive episode about 2,200 years ago, termed the Rock Mesa eruptive cycle, first spread volcanic ash from flank vents from the south and southwest flanks, followed by a thick rhyolite lava flow. Next, the Devils Hill eruptive cycle consisted of explosive ash eruptions followed by viscous rhyolitic lava flows. Unlike the previous eruptive period, it was caused by the intrusion of a dike of new silicic magma that erupted from 20 vents on the southeast side and from a smaller line on the north side. These eruptions generated pyroclastic flows and lava domes from vents on the northern, southern, eastern, and southeastern sides of the volcano. These relatively recent, postglacial eruptions suggest the presence of a silicic magma reservoir under South Sister, one that could perhaps lead to future eruptions.\nUnlike its sister peaks, South Sister has an uneroded summit crater about 0.25 mi (0.40 km) in diameter that holds a small crater lake known as Teardrop Pool, the highest lake in Oregon. Its cone consists of basaltic andesite along with red scoria and tephra, with exposed black and red inner walls made of scoria. Hodge Crest, a false peak, formed between 28,000 and 24,000 years ago, roughly around the same time as the main cone.Despite its relatively young age, every part of South Sister other than its peak has undergone significant erosion due to Pleistocene and Holocene glaciation. Between 30,000 and 15,000 years ago, South Sister's southern flanks were covered with ice streams, and a small amount of ice extended below 3,600 feet (1,100 m). On the volcano's northern flank, below the summit peak, erosion from these glaciers exposed a headwall about 1,200 feet (370 m) high. During the Holocene, smaller glaciers formed, alternating between advance and retreat, depositing moraines and till between 7,000 and 9,000 feet (2,100 and 2,700 m) on the mountain. The Lewis and |Clark glaciers have cirques, or glacial valleys, that made the outer walls of the crater rim significantly steeper. The slopes of South Sister contain small glaciers, including the Lost Creek and Prouty glaciers.\n", "labels": "What cycle was caused by the intrusion of a dike of new silicic magma that erupted from 20 vents on the southeast side and from a smaller line on the north side?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4fc89bf1d06f4dd0ad4402ac513aac0d"}, {"text": "Definition: 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.\nInput: Passage: South Sister, also known as \"Charity\", is the tallest volcano of the trio, standing at 10,363 feet (3,159 m). The eruptive products range from basaltic andesite to rhyolite and rhyodacite. It is a predominantly rhyolitic stratovolcano overlying an older shield structure. Its modern structure is no more than 50,000 years old, and it last erupted about 2,000 years ago. Although its first eruptive events from 50,000 to 30,000 years ago were predominantly rhyolitic, between 38,000 and 32,000 years ago the volcano began to alternate between dacitic/rhyodacitic and rhyolitic eruptions. The volcano built a broad andesitic cone, forming a steep summit cone of andesite about 27,000 years ago. South Sister remained dormant for 15,000 years, after which its composition shifted from dacitic to more rhyolitic lava. An eruptive episode about 2,200 years ago, termed the Rock Mesa eruptive cycle, first spread volcanic ash from flank vents from the south and southwest flanks, followed by a thick rhyolite lava flow. Next, the Devils Hill eruptive cycle consisted of explosive ash eruptions followed by viscous rhyolitic lava flows. Unlike the previous eruptive period, it was caused by the intrusion of a dike of new silicic magma that erupted from 20 vents on the southeast side and from a smaller line on the north side. These eruptions generated pyroclastic flows and lava domes from vents on the northern, southern, eastern, and southeastern sides of the volcano. These relatively recent, postglacial eruptions suggest the presence of a silicic magma reservoir under South Sister, one that could perhaps lead to future eruptions.\nUnlike its sister peaks, South Sister has an uneroded summit crater about 0.25 mi (0.40 km) in diameter that holds a small crater lake known as Teardrop Pool, the highest lake in Oregon. Its cone consists of basaltic andesite along with red scoria and tephra, with exposed black and red inner walls made of scoria. Hodge Crest, a false peak, formed between 28,000 and 24,000 years ago, roughly around the same time as the main cone.Despite its relatively young age, every part of South Sister other than its peak has undergone significant erosion due to Pleistocene and Holocene glaciation. Between 30,000 and 15,000 years ago, South Sister's southern flanks were covered with ice streams, and a small amount of ice extended below 3,600 feet (1,100 m). On the volcano's northern flank, below the summit peak, erosion from these glaciers exposed a headwall about 1,200 feet (370 m) high. During the Holocene, smaller glaciers formed, alternating between advance and retreat, depositing moraines and till between 7,000 and 9,000 feet (2,100 and 2,700 m) on the mountain. The Lewis and |Clark glaciers have cirques, or glacial valleys, that made the outer walls of the crater rim significantly steeper. The slopes of South Sister contain small glaciers, including the Lost Creek and Prouty glaciers.\n", "labels": "What is the name of the cycle that generated pyroclastic flows and lava domes from vents on the northern, southern, eastern, and southeastern sides of the volcano?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4fc89bf1d06f4dd0ad4402ac513aac0d"}, {"text": "Definition: 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.\nInput: Passage: South Sister, also known as \"Charity\", is the tallest volcano of the trio, standing at 10,363 feet (3,159 m). The eruptive products range from basaltic andesite to rhyolite and rhyodacite. It is a predominantly rhyolitic stratovolcano overlying an older shield structure. Its modern structure is no more than 50,000 years old, and it last erupted about 2,000 years ago. Although its first eruptive events from 50,000 to 30,000 years ago were predominantly rhyolitic, between 38,000 and 32,000 years ago the volcano began to alternate between dacitic/rhyodacitic and rhyolitic eruptions. The volcano built a broad andesitic cone, forming a steep summit cone of andesite about 27,000 years ago. South Sister remained dormant for 15,000 years, after which its composition shifted from dacitic to more rhyolitic lava. An eruptive episode about 2,200 years ago, termed the Rock Mesa eruptive cycle, first spread volcanic ash from flank vents from the south and southwest flanks, followed by a thick rhyolite lava flow. Next, the Devils Hill eruptive cycle consisted of explosive ash eruptions followed by viscous rhyolitic lava flows. Unlike the previous eruptive period, it was caused by the intrusion of a dike of new silicic magma that erupted from 20 vents on the southeast side and from a smaller line on the north side. These eruptions generated pyroclastic flows and lava domes from vents on the northern, southern, eastern, and southeastern sides of the volcano. These relatively recent, postglacial eruptions suggest the presence of a silicic magma reservoir under South Sister, one that could perhaps lead to future eruptions.\nUnlike its sister peaks, South Sister has an uneroded summit crater about 0.25 mi (0.40 km) in diameter that holds a small crater lake known as Teardrop Pool, the highest lake in Oregon. Its cone consists of basaltic andesite along with red scoria and tephra, with exposed black and red inner walls made of scoria. Hodge Crest, a false peak, formed between 28,000 and 24,000 years ago, roughly around the same time as the main cone.Despite its relatively young age, every part of South Sister other than its peak has undergone significant erosion due to Pleistocene and Holocene glaciation. Between 30,000 and 15,000 years ago, South Sister's southern flanks were covered with ice streams, and a small amount of ice extended below 3,600 feet (1,100 m). On the volcano's northern flank, below the summit peak, erosion from these glaciers exposed a headwall about 1,200 feet (370 m) high. During the Holocene, smaller glaciers formed, alternating between advance and retreat, depositing moraines and till between 7,000 and 9,000 feet (2,100 and 2,700 m) on the mountain. The Lewis and |Clark glaciers have cirques, or glacial valleys, that made the outer walls of the crater rim significantly steeper. The slopes of South Sister contain small glaciers, including the Lost Creek and Prouty glaciers.\n", "labels": "What volcano has a cone tht consists of basaltic andesite along with red scoria and tephra?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4fc89bf1d06f4dd0ad4402ac513aac0d"}, {"text": "Definition: 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.\nInput: Passage: Loveless has been influential on a large number of genres and artists. Clash called the album \"the magnum opus of the shoegazing genre ... it raised the bar so high that it subsequently collapsed under its own weight\", leading to the dissipation of the style. Critic Jim DeRogatis wrote that \"the forward-looking sounds of this unique disc have positioned the band as one of the most influential and inspiring bands since the Velvet Underground.\" Authors Paul Hegarty and Martin Halliwell wrote that the album \"might be so progressive that nothing else will ever match it.\" Metro Times called the album \"the high-water mark of shoegaze\", writing that its \"dense production and hypnotic atmosphere drugged listeners with its sound's lovely oxymoron: at once hard and soft, up-tempo and languid, lascivious and frigid.\"Musician Brian Eno said that \"Soon\" \"set a new standard for pop. It's the vaguest music ever to have been a hit.\" Robert Smith of the Cure discovered Loveless after a period of almost exclusively listening to disco and/or Irish bands such as the Dubliners as a means of avoiding his contemporaries, and said, \"[My Bloody Valentine] was the first band I heard who quite clearly pissed all over us, and their album Loveless is certainly one of my all-time three favourite records. It's the sound of someone [Shields] who is so driven that they're demented. And the fact that they spent so much time and money on it is so excellent.\" Billy Corgan of the Smashing Pumpkins told Spin: \"It's rare in guitar-based music that somebody does something new [...] At the time, everybody was like, 'How the fuck are they doing this?' And, of course, it's way simpler than anybody would imagine.\"In 2014 for the documentary Beautiful Noise, McGee said about the album, \"people were talking about it as if it was Beethoven's 7th or 8th symphony. No. It's some guy that can't finish a record that took three years... Loveless is fucking overrated as fuck.\".\n", "labels": "What is the name of the band whose unique disc with forward-looking sounds positioned them as \"one of the most influential and inspiring bands since the Velvet Underground,\" according to Jim DeRogatis?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f184f949e1e46aaac54ca53826f2826"}, {"text": "Definition: 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.\nInput: Passage: Audioslave's musical style has generally been regarded as hard rock, alternative metal, post-grunge, and alternative rock. By combining '70s style hard rock riffing with alternative rock, Audioslave created a distinctive sound. This mix was driven by Cornell's wide vocal range, Morello's innovative guitar solos and the robust rhythm section of Wilk and Commerford. Morello, although stating he \"never felt musically limited\" in Rage Against the Machine, did say that he had \"a lot more scope to explore with Audioslave\" and a \"wider musical territory.\" This meant that the instrumentalists had the opportunity to write slow and melodic songs, something they had not done before.\nAs opposed to de la Rocha's lyrics, Cornell's were mostly apolitical; Morello referred to them as \"haunted, existential poetry.\" They were characterised by his cryptic approach, often dealing with themes of existentialism, love, hedonism, spirituality and Christianity. Audioslave's first two albums drew influences from 1970s hard rock and heavy metal such as Led Zeppelin and Black Sabbath and from the members' previous bands (the grunge sound of Soundgarden and the funk metal sound of Rage Against the Machine). For Revelations, which was influenced by 1960s and '70s funk, soul and R&B music, Morello used vintage guitars and amplifiers and Cornell adopted his \"seventies funk and R&B-flavor vocals.\" The guitarist also cited Sly & the Family Stone, James Brown and Funkadelic as a reason for the funk overtones on the album.Just as Rage Against the Machine did, Audioslave also included the statement \"All sounds made by guitar, bass, drums and vocals\" in their albums' booklets as Morello's guitar work often caused listeners to believe that the band used samples, synthesiser effects or different turntable techniques to produce certain sounds.\n", "labels": "Whose cryptic approach characterized the lyrics that often dealt with themes of existentialism, love, hedonism, spirituality and Christianity?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8cf88243b7e7401ab98866a6250e06c1"}, {"text": "Definition: 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.\nInput: Passage: Audioslave's musical style has generally been regarded as hard rock, alternative metal, post-grunge, and alternative rock. By combining '70s style hard rock riffing with alternative rock, Audioslave created a distinctive sound. This mix was driven by Cornell's wide vocal range, Morello's innovative guitar solos and the robust rhythm section of Wilk and Commerford. Morello, although stating he \"never felt musically limited\" in Rage Against the Machine, did say that he had \"a lot more scope to explore with Audioslave\" and a \"wider musical territory.\" This meant that the instrumentalists had the opportunity to write slow and melodic songs, something they had not done before.\nAs opposed to de la Rocha's lyrics, Cornell's were mostly apolitical; Morello referred to them as \"haunted, existential poetry.\" They were characterised by his cryptic approach, often dealing with themes of existentialism, love, hedonism, spirituality and Christianity. Audioslave's first two albums drew influences from 1970s hard rock and heavy metal such as Led Zeppelin and Black Sabbath and from the members' previous bands (the grunge sound of Soundgarden and the funk metal sound of Rage Against the Machine). For Revelations, which was influenced by 1960s and '70s funk, soul and R&B music, Morello used vintage guitars and amplifiers and Cornell adopted his \"seventies funk and R&B-flavor vocals.\" The guitarist also cited Sly & the Family Stone, James Brown and Funkadelic as a reason for the funk overtones on the album.Just as Rage Against the Machine did, Audioslave also included the statement \"All sounds made by guitar, bass, drums and vocals\" in their albums' booklets as Morello's guitar work often caused listeners to believe that the band used samples, synthesiser effects or different turntable techniques to produce certain sounds.\n", "labels": "What are the individual names of the member's previous bands from which Audioslave's first two albums drew influences?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8cf88243b7e7401ab98866a6250e06c1"}, {"text": "Definition: 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.\nInput: Passage: Audioslave's musical style has generally been regarded as hard rock, alternative metal, post-grunge, and alternative rock. By combining '70s style hard rock riffing with alternative rock, Audioslave created a distinctive sound. This mix was driven by Cornell's wide vocal range, Morello's innovative guitar solos and the robust rhythm section of Wilk and Commerford. Morello, although stating he \"never felt musically limited\" in Rage Against the Machine, did say that he had \"a lot more scope to explore with Audioslave\" and a \"wider musical territory.\" This meant that the instrumentalists had the opportunity to write slow and melodic songs, something they had not done before.\nAs opposed to de la Rocha's lyrics, Cornell's were mostly apolitical; Morello referred to them as \"haunted, existential poetry.\" They were characterised by his cryptic approach, often dealing with themes of existentialism, love, hedonism, spirituality and Christianity. Audioslave's first two albums drew influences from 1970s hard rock and heavy metal such as Led Zeppelin and Black Sabbath and from the members' previous bands (the grunge sound of Soundgarden and the funk metal sound of Rage Against the Machine). For Revelations, which was influenced by 1960s and '70s funk, soul and R&B music, Morello used vintage guitars and amplifiers and Cornell adopted his \"seventies funk and R&B-flavor vocals.\" The guitarist also cited Sly & the Family Stone, James Brown and Funkadelic as a reason for the funk overtones on the album.Just as Rage Against the Machine did, Audioslave also included the statement \"All sounds made by guitar, bass, drums and vocals\" in their albums' booklets as Morello's guitar work often caused listeners to believe that the band used samples, synthesiser effects or different turntable techniques to produce certain sounds.\n", "labels": "What is the name of the album for which Morella cites Sly & the Family Stone, James Brown and Funkadelic as a reason for the funk overtones?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8cf88243b7e7401ab98866a6250e06c1"}, {"text": "Definition: 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.\nInput: Passage: During the 1999 Russian Presidential elections, the two leading candidates are Igor Komarov, a former Colonel of the KGB, and Nikolai Nikolayev, a retired General of the Russian Army. When a car bomb explodes outside one of Komarov's pharmaceutical companies, and a virus is stolen from inside, an investigation by the FSB ensues headed by FSB agents Sonia Astrova and Andrei Kasanov. Their investigation is obstructed by the Director of the FSB, Anatoly Grishin.\nA British Embassy worker from Moscow, Sir Nigel Irvine, tracks down Jason Monk, a former CIA operative, who ran double agents in the Soviet Union and convinces him to investigate the incident. Once in Moscow, Jason finds an old friend, Viktor Akopov, who agrees to hide Jason from Komarov's men. Viktor steals a residue sample of the bomb used and his scientist friend Tonkin tells him that the explosive used, Semtex H, has a direct traceable link to the FSB. Tonkin is soon killed by Vladimir Dorganosov, the man who attacked Komarov industries and stole the bioweapon.\nSonia and Andrei locate Leonid Zaitzev, a cleaner who worked at the Komarov Industries plant and saw Dorganosov steal the virus. As they question him, Grishin appears, arrests Zaitzev and fires Sonia and Andrei. Zaitzev is later killed by Dorganosov while in custody. Sonia goes home to find Jason waiting for her, and agrees to help him access the FSB network. However, they are shot at by Dorganosov, and a car chase ensues. They go to Andrei's house where they find him already dead.\nAfter the chase, Dorganosov demands the rest of his payment from his contractor, who is revealed to be Anatoly Grishin. While they are arguing, Komarov himself arrives and orders Grishin to kill Dorganosov.\n", "labels": "What is the last name of the person that Viktor agrees to hide?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8351026139af4fd19bad23853d821074"}, {"text": "Definition: 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.\nInput: Passage: During the 1999 Russian Presidential elections, the two leading candidates are Igor Komarov, a former Colonel of the KGB, and Nikolai Nikolayev, a retired General of the Russian Army. When a car bomb explodes outside one of Komarov's pharmaceutical companies, and a virus is stolen from inside, an investigation by the FSB ensues headed by FSB agents Sonia Astrova and Andrei Kasanov. Their investigation is obstructed by the Director of the FSB, Anatoly Grishin.\nA British Embassy worker from Moscow, Sir Nigel Irvine, tracks down Jason Monk, a former CIA operative, who ran double agents in the Soviet Union and convinces him to investigate the incident. Once in Moscow, Jason finds an old friend, Viktor Akopov, who agrees to hide Jason from Komarov's men. Viktor steals a residue sample of the bomb used and his scientist friend Tonkin tells him that the explosive used, Semtex H, has a direct traceable link to the FSB. Tonkin is soon killed by Vladimir Dorganosov, the man who attacked Komarov industries and stole the bioweapon.\nSonia and Andrei locate Leonid Zaitzev, a cleaner who worked at the Komarov Industries plant and saw Dorganosov steal the virus. As they question him, Grishin appears, arrests Zaitzev and fires Sonia and Andrei. Zaitzev is later killed by Dorganosov while in custody. Sonia goes home to find Jason waiting for her, and agrees to help him access the FSB network. However, they are shot at by Dorganosov, and a car chase ensues. They go to Andrei's house where they find him already dead.\nAfter the chase, Dorganosov demands the rest of his payment from his contractor, who is revealed to be Anatoly Grishin. While they are arguing, Komarov himself arrives and orders Grishin to kill Dorganosov.\n", "labels": "What is the last name of the person Sonia agrees to help access the FSB network?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8351026139af4fd19bad23853d821074"}, {"text": "Definition: 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.\nInput: Passage: During the 1999 Russian Presidential elections, the two leading candidates are Igor Komarov, a former Colonel of the KGB, and Nikolai Nikolayev, a retired General of the Russian Army. When a car bomb explodes outside one of Komarov's pharmaceutical companies, and a virus is stolen from inside, an investigation by the FSB ensues headed by FSB agents Sonia Astrova and Andrei Kasanov. Their investigation is obstructed by the Director of the FSB, Anatoly Grishin.\nA British Embassy worker from Moscow, Sir Nigel Irvine, tracks down Jason Monk, a former CIA operative, who ran double agents in the Soviet Union and convinces him to investigate the incident. Once in Moscow, Jason finds an old friend, Viktor Akopov, who agrees to hide Jason from Komarov's men. Viktor steals a residue sample of the bomb used and his scientist friend Tonkin tells him that the explosive used, Semtex H, has a direct traceable link to the FSB. Tonkin is soon killed by Vladimir Dorganosov, the man who attacked Komarov industries and stole the bioweapon.\nSonia and Andrei locate Leonid Zaitzev, a cleaner who worked at the Komarov Industries plant and saw Dorganosov steal the virus. As they question him, Grishin appears, arrests Zaitzev and fires Sonia and Andrei. Zaitzev is later killed by Dorganosov while in custody. Sonia goes home to find Jason waiting for her, and agrees to help him access the FSB network. However, they are shot at by Dorganosov, and a car chase ensues. They go to Andrei's house where they find him already dead.\nAfter the chase, Dorganosov demands the rest of his payment from his contractor, who is revealed to be Anatoly Grishin. While they are arguing, Komarov himself arrives and orders Grishin to kill Dorganosov.\n", "labels": "What is taken in the incident that Jason Monk is asked to investigate?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8351026139af4fd19bad23853d821074"}, {"text": "Definition: 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.\nInput: Passage: During the 1999 Russian Presidential elections, the two leading candidates are Igor Komarov, a former Colonel of the KGB, and Nikolai Nikolayev, a retired General of the Russian Army. When a car bomb explodes outside one of Komarov's pharmaceutical companies, and a virus is stolen from inside, an investigation by the FSB ensues headed by FSB agents Sonia Astrova and Andrei Kasanov. Their investigation is obstructed by the Director of the FSB, Anatoly Grishin.\nA British Embassy worker from Moscow, Sir Nigel Irvine, tracks down Jason Monk, a former CIA operative, who ran double agents in the Soviet Union and convinces him to investigate the incident. Once in Moscow, Jason finds an old friend, Viktor Akopov, who agrees to hide Jason from Komarov's men. Viktor steals a residue sample of the bomb used and his scientist friend Tonkin tells him that the explosive used, Semtex H, has a direct traceable link to the FSB. Tonkin is soon killed by Vladimir Dorganosov, the man who attacked Komarov industries and stole the bioweapon.\nSonia and Andrei locate Leonid Zaitzev, a cleaner who worked at the Komarov Industries plant and saw Dorganosov steal the virus. As they question him, Grishin appears, arrests Zaitzev and fires Sonia and Andrei. Zaitzev is later killed by Dorganosov while in custody. Sonia goes home to find Jason waiting for her, and agrees to help him access the FSB network. However, they are shot at by Dorganosov, and a car chase ensues. They go to Andrei's house where they find him already dead.\nAfter the chase, Dorganosov demands the rest of his payment from his contractor, who is revealed to be Anatoly Grishin. While they are arguing, Komarov himself arrives and orders Grishin to kill Dorganosov.\n", "labels": "What's the job title of the person who fires Sonia and Andrei?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8351026139af4fd19bad23853d821074"}, {"text": "Definition: 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.\nInput: Passage: During the 1999 Russian Presidential elections, the two leading candidates are Igor Komarov, a former Colonel of the KGB, and Nikolai Nikolayev, a retired General of the Russian Army. When a car bomb explodes outside one of Komarov's pharmaceutical companies, and a virus is stolen from inside, an investigation by the FSB ensues headed by FSB agents Sonia Astrova and Andrei Kasanov. Their investigation is obstructed by the Director of the FSB, Anatoly Grishin.\nA British Embassy worker from Moscow, Sir Nigel Irvine, tracks down Jason Monk, a former CIA operative, who ran double agents in the Soviet Union and convinces him to investigate the incident. Once in Moscow, Jason finds an old friend, Viktor Akopov, who agrees to hide Jason from Komarov's men. Viktor steals a residue sample of the bomb used and his scientist friend Tonkin tells him that the explosive used, Semtex H, has a direct traceable link to the FSB. Tonkin is soon killed by Vladimir Dorganosov, the man who attacked Komarov industries and stole the bioweapon.\nSonia and Andrei locate Leonid Zaitzev, a cleaner who worked at the Komarov Industries plant and saw Dorganosov steal the virus. As they question him, Grishin appears, arrests Zaitzev and fires Sonia and Andrei. Zaitzev is later killed by Dorganosov while in custody. Sonia goes home to find Jason waiting for her, and agrees to help him access the FSB network. However, they are shot at by Dorganosov, and a car chase ensues. They go to Andrei's house where they find him already dead.\nAfter the chase, Dorganosov demands the rest of his payment from his contractor, who is revealed to be Anatoly Grishin. While they are arguing, Komarov himself arrives and orders Grishin to kill Dorganosov.\n", "labels": "What is the person that Jason is hidden from a candidate in?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8351026139af4fd19bad23853d821074"}, {"text": "Definition: 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.\nInput: Passage: During the 1999 Russian Presidential elections, the two leading candidates are Igor Komarov, a former Colonel of the KGB, and Nikolai Nikolayev, a retired General of the Russian Army. When a car bomb explodes outside one of Komarov's pharmaceutical companies, and a virus is stolen from inside, an investigation by the FSB ensues headed by FSB agents Sonia Astrova and Andrei Kasanov. Their investigation is obstructed by the Director of the FSB, Anatoly Grishin.\nA British Embassy worker from Moscow, Sir Nigel Irvine, tracks down Jason Monk, a former CIA operative, who ran double agents in the Soviet Union and convinces him to investigate the incident. Once in Moscow, Jason finds an old friend, Viktor Akopov, who agrees to hide Jason from Komarov's men. Viktor steals a residue sample of the bomb used and his scientist friend Tonkin tells him that the explosive used, Semtex H, has a direct traceable link to the FSB. Tonkin is soon killed by Vladimir Dorganosov, the man who attacked Komarov industries and stole the bioweapon.\nSonia and Andrei locate Leonid Zaitzev, a cleaner who worked at the Komarov Industries plant and saw Dorganosov steal the virus. As they question him, Grishin appears, arrests Zaitzev and fires Sonia and Andrei. Zaitzev is later killed by Dorganosov while in custody. Sonia goes home to find Jason waiting for her, and agrees to help him access the FSB network. However, they are shot at by Dorganosov, and a car chase ensues. They go to Andrei's house where they find him already dead.\nAfter the chase, Dorganosov demands the rest of his payment from his contractor, who is revealed to be Anatoly Grishin. While they are arguing, Komarov himself arrives and orders Grishin to kill Dorganosov.\n", "labels": "The car bomb explosion outside Komarov's company contains what type of explosive?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8351026139af4fd19bad23853d821074"}, {"text": "Definition: 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.\nInput: Passage: During the 1999 Russian Presidential elections, the two leading candidates are Igor Komarov, a former Colonel of the KGB, and Nikolai Nikolayev, a retired General of the Russian Army. When a car bomb explodes outside one of Komarov's pharmaceutical companies, and a virus is stolen from inside, an investigation by the FSB ensues headed by FSB agents Sonia Astrova and Andrei Kasanov. Their investigation is obstructed by the Director of the FSB, Anatoly Grishin.\nA British Embassy worker from Moscow, Sir Nigel Irvine, tracks down Jason Monk, a former CIA operative, who ran double agents in the Soviet Union and convinces him to investigate the incident. Once in Moscow, Jason finds an old friend, Viktor Akopov, who agrees to hide Jason from Komarov's men. Viktor steals a residue sample of the bomb used and his scientist friend Tonkin tells him that the explosive used, Semtex H, has a direct traceable link to the FSB. Tonkin is soon killed by Vladimir Dorganosov, the man who attacked Komarov industries and stole the bioweapon.\nSonia and Andrei locate Leonid Zaitzev, a cleaner who worked at the Komarov Industries plant and saw Dorganosov steal the virus. As they question him, Grishin appears, arrests Zaitzev and fires Sonia and Andrei. Zaitzev is later killed by Dorganosov while in custody. Sonia goes home to find Jason waiting for her, and agrees to help him access the FSB network. However, they are shot at by Dorganosov, and a car chase ensues. They go to Andrei's house where they find him already dead.\nAfter the chase, Dorganosov demands the rest of his payment from his contractor, who is revealed to be Anatoly Grishin. While they are arguing, Komarov himself arrives and orders Grishin to kill Dorganosov.\n", "labels": "What group is the scientist able to link to the car bomb?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8351026139af4fd19bad23853d821074"}, {"text": "Definition: 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.\nInput: Passage: During the 1999 Russian Presidential elections, the two leading candidates are Igor Komarov, a former Colonel of the KGB, and Nikolai Nikolayev, a retired General of the Russian Army. When a car bomb explodes outside one of Komarov's pharmaceutical companies, and a virus is stolen from inside, an investigation by the FSB ensues headed by FSB agents Sonia Astrova and Andrei Kasanov. Their investigation is obstructed by the Director of the FSB, Anatoly Grishin.\nA British Embassy worker from Moscow, Sir Nigel Irvine, tracks down Jason Monk, a former CIA operative, who ran double agents in the Soviet Union and convinces him to investigate the incident. Once in Moscow, Jason finds an old friend, Viktor Akopov, who agrees to hide Jason from Komarov's men. Viktor steals a residue sample of the bomb used and his scientist friend Tonkin tells him that the explosive used, Semtex H, has a direct traceable link to the FSB. Tonkin is soon killed by Vladimir Dorganosov, the man who attacked Komarov industries and stole the bioweapon.\nSonia and Andrei locate Leonid Zaitzev, a cleaner who worked at the Komarov Industries plant and saw Dorganosov steal the virus. As they question him, Grishin appears, arrests Zaitzev and fires Sonia and Andrei. Zaitzev is later killed by Dorganosov while in custody. Sonia goes home to find Jason waiting for her, and agrees to help him access the FSB network. However, they are shot at by Dorganosov, and a car chase ensues. They go to Andrei's house where they find him already dead.\nAfter the chase, Dorganosov demands the rest of his payment from his contractor, who is revealed to be Anatoly Grishin. While they are arguing, Komarov himself arrives and orders Grishin to kill Dorganosov.\n", "labels": "What's the full name of the presidential candidate who orders the death of the bioweapon thief?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8351026139af4fd19bad23853d821074"}, {"text": "Definition: 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.\nInput: Passage: During the 1999 Russian Presidential elections, the two leading candidates are Igor Komarov, a former Colonel of the KGB, and Nikolai Nikolayev, a retired General of the Russian Army. When a car bomb explodes outside one of Komarov's pharmaceutical companies, and a virus is stolen from inside, an investigation by the FSB ensues headed by FSB agents Sonia Astrova and Andrei Kasanov. Their investigation is obstructed by the Director of the FSB, Anatoly Grishin.\nA British Embassy worker from Moscow, Sir Nigel Irvine, tracks down Jason Monk, a former CIA operative, who ran double agents in the Soviet Union and convinces him to investigate the incident. Once in Moscow, Jason finds an old friend, Viktor Akopov, who agrees to hide Jason from Komarov's men. Viktor steals a residue sample of the bomb used and his scientist friend Tonkin tells him that the explosive used, Semtex H, has a direct traceable link to the FSB. Tonkin is soon killed by Vladimir Dorganosov, the man who attacked Komarov industries and stole the bioweapon.\nSonia and Andrei locate Leonid Zaitzev, a cleaner who worked at the Komarov Industries plant and saw Dorganosov steal the virus. As they question him, Grishin appears, arrests Zaitzev and fires Sonia and Andrei. Zaitzev is later killed by Dorganosov while in custody. Sonia goes home to find Jason waiting for her, and agrees to help him access the FSB network. However, they are shot at by Dorganosov, and a car chase ensues. They go to Andrei's house where they find him already dead.\nAfter the chase, Dorganosov demands the rest of his payment from his contractor, who is revealed to be Anatoly Grishin. While they are arguing, Komarov himself arrives and orders Grishin to kill Dorganosov.\n", "labels": "What is the former rank of the candidate who isn't involved in the incident?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8351026139af4fd19bad23853d821074"}, {"text": "Definition: 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.\nInput: Passage: Key issues include how much footage was shot; that it was blurred at the moment Jamal and Muhammad were hit; that France 2 cut a few seconds in which the boy moves; and that the cameraman stopped filming at that point. Despite the presence of camera crews from (at least) France 2, Associated Press and Reuters, there is no footage of the c. 17 minutes Jamal and Muhammad waited for an ambulance or of them being loaded into one. There is no film of the death of the first ambulance driver, Bassam al-Bilbeisi, who was reportedly shot on his way to pick them up.\nSeveral commentators questioned what time the shooting occurred; what time Muhammad arrived at the hospital; why there seemed to be little blood on the ground where they were shot; and whether any bullets were collected. Several alleged that, in other scenes in the raw footage, it is clear that protesters are play acting. One physician maintained that Jamal's scars were not from bullet wounds, but dated back to an injury he sustained in the early 1990s.There was no criminal inquiry. Palestinian police allowed journalists to photograph the scene the following day, but they gathered no forensic evidence. According to a Palestinian general, there was no Palestinian investigation because there was no doubt that the Israelis had killed the boy. General Yom Tov Samia of the IDF said the presence of protesters meant the Israelis were unable to examine and take photographs of the scene. The increase in violence at the junction cut off the Nezarim settlers, so the IDF evacuated them and, a week after the shooting, blew up everything within 500 metres of the IDF outpost, thereby destroying the crime scene.A pathologist examined the boy's body, but there was no full autopsy. It is unclear whether bullets were recovered from the scene or from Jamal and Muhammad. In 2002 Abu Rahma implied to Esther Schapira that he had collected bullets at the scene, adding: \"We have some secrets for ourselves. We cannot give anything ... everything.\" According to Jamal al-Durrah, five bullets were recovered from his body by physicians in Gaza and four in Amman. In 2013 he said, without elaborating: \"The bullets the Israelis fired are in the possession of the Palestinian Authority.\".\n", "labels": "Who could have filmed raw footage of protesters play acting.?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-dbdc2f72275a420da907f51d9f013a26"}]
\ No newline at end of file