[{"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: One night in the Evergreen Forest, Schaeffer the sheepdog is playing with his human owners, Tommy and Julie, when their father, Ranger Dan has a surprise for them. As Schaeffer takes a brief nap, he is awoken by a glowing red plane that lands in front of the cabin. Schaeffer goes to investigate, but the pilot gets a call from his commanding officer to return to his base. Panicking, Schaeffer climbs into the passenger seat of the plane and is flown away from Earth and to a strange jungle planet. Upon his arrival to a giant base filled with weaponry, he's chased by the forces of the Imperial Commander Cyril Sneer, but escapes them. Schaeffer runs into Sophia Tutu, a friend of his from the planet Earth, although Sophia doesn't seem to know Schaeffer. Sophia takes Schaeffer to meet Broo, her pet sheepdog puppy. Meanwhile, Cyril Sneer plans to conquer Earth with the help of a magic star (which Broo wears around his neck). The star has enough power to launch his firepower to raid the planet. He sends out his army to hunt down every animal in the jungle and find the star.\nMeanwhile, Sophia, Broo, and Schaeffer are captured by the Raccoons (Ralph, Bert and Melissa). The trio are the only animals left in the jungle. They free Sophia, Broo and Schaeffer finding they are on their side. Sophia then meets up with her boyfriend Cedric Sneer and finds out that Cyril is Cedric's father. After a series of animals being rescued and recaptured, Cyril notices on a security tape that Broo has the star. That night, Cyril discovers a \"jungle rendezvous\" Cedric is having with Sophia and he follows him and has Sophia imprisoned and soon all her friends, but with Broo and Cedric's help, the Raccoons and the other animals escape from Cyril's clutches and destroy his fortress in the process.\nAfter rejoice, Bert flies Schaeffer back to Earth via airplane. Schaeffer awakes from his long dream and sees that Ranger Dan, Tommy and Julie reveal their surprise to him, which turns out to be Broo.\n", "labels": "What breed of dog wears a star around his neck?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-cc683027213346d1944ce0b08336ba25"}, {"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: One night in the Evergreen Forest, Schaeffer the sheepdog is playing with his human owners, Tommy and Julie, when their father, Ranger Dan has a surprise for them. As Schaeffer takes a brief nap, he is awoken by a glowing red plane that lands in front of the cabin. Schaeffer goes to investigate, but the pilot gets a call from his commanding officer to return to his base. Panicking, Schaeffer climbs into the passenger seat of the plane and is flown away from Earth and to a strange jungle planet. Upon his arrival to a giant base filled with weaponry, he's chased by the forces of the Imperial Commander Cyril Sneer, but escapes them. Schaeffer runs into Sophia Tutu, a friend of his from the planet Earth, although Sophia doesn't seem to know Schaeffer. Sophia takes Schaeffer to meet Broo, her pet sheepdog puppy. Meanwhile, Cyril Sneer plans to conquer Earth with the help of a magic star (which Broo wears around his neck). The star has enough power to launch his firepower to raid the planet. He sends out his army to hunt down every animal in the jungle and find the star.\nMeanwhile, Sophia, Broo, and Schaeffer are captured by the Raccoons (Ralph, Bert and Melissa). The trio are the only animals left in the jungle. They free Sophia, Broo and Schaeffer finding they are on their side. Sophia then meets up with her boyfriend Cedric Sneer and finds out that Cyril is Cedric's father. After a series of animals being rescued and recaptured, Cyril notices on a security tape that Broo has the star. That night, Cyril discovers a \"jungle rendezvous\" Cedric is having with Sophia and he follows him and has Sophia imprisoned and soon all her friends, but with Broo and Cedric's help, the Raccoons and the other animals escape from Cyril's clutches and destroy his fortress in the process.\nAfter rejoice, Bert flies Schaeffer back to Earth via airplane. Schaeffer awakes from his long dream and sees that Ranger Dan, Tommy and Julie reveal their surprise to him, which turns out to be Broo.\n", "labels": "What's Broo's owner's last name?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-cc683027213346d1944ce0b08336ba25"}, {"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 copy of the cadaver for the Palais de Chaillot was produced in 1894. Fran\u00e7ois Pompon made a further copy in 1922 for the tomb of the playwright and poet Henry Bataille at Moux, while another replica is in the Mus\u00e9e Barrois in Bar-le-Duc. Death, an unattributed 16th-century sculpture realistically depicting a corpse wrapped in a shroud, now in the Mus\u00e9e des Beaux-Arts de Dijon (catalog number 743), is very similar, but much smaller.The first literary reference to the Transi appears in Louis Des Masures' 1557 Epitaph on the Heart of Ren\u00e9 de Chalon, Prince of Orange, and a photograph of the statue appears on the cover of the 1992 Faber edition of the book. The French poet Louis Aragon evoked the tomb in \"Le Cr\u00e8ve-c\u0153ur\", published in 1941. It inspired the titular poem in Thom Gunn's 1992 collection The Man with Night Sweats; elegies written in the aftermath of the deaths of friends from AIDS. The poems includes the lines \"My flesh was its own shield:/Where it was gashed, it healed. / Stopped upright where I am / Hugging my body to me / As if to shield it from / The pains that will go through me\". Simone de Beauvoir details her first encounter with the tomb in her 1974 autobiography All Said and Done, describing it as a \"masterpiece\" of a \"living man...already mummified\".The tomb was designated as a Monument historique on 18 June 1898.\n", "labels": "What work inspired the titular poem in The Man with Night Sweats?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f8d9447ded5b4f0a99c7ced0ca004423"}, {"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 copy of the cadaver for the Palais de Chaillot was produced in 1894. Fran\u00e7ois Pompon made a further copy in 1922 for the tomb of the playwright and poet Henry Bataille at Moux, while another replica is in the Mus\u00e9e Barrois in Bar-le-Duc. Death, an unattributed 16th-century sculpture realistically depicting a corpse wrapped in a shroud, now in the Mus\u00e9e des Beaux-Arts de Dijon (catalog number 743), is very similar, but much smaller.The first literary reference to the Transi appears in Louis Des Masures' 1557 Epitaph on the Heart of Ren\u00e9 de Chalon, Prince of Orange, and a photograph of the statue appears on the cover of the 1992 Faber edition of the book. The French poet Louis Aragon evoked the tomb in \"Le Cr\u00e8ve-c\u0153ur\", published in 1941. It inspired the titular poem in Thom Gunn's 1992 collection The Man with Night Sweats; elegies written in the aftermath of the deaths of friends from AIDS. The poems includes the lines \"My flesh was its own shield:/Where it was gashed, it healed. / Stopped upright where I am / Hugging my body to me / As if to shield it from / The pains that will go through me\". Simone de Beauvoir details her first encounter with the tomb in her 1974 autobiography All Said and Done, describing it as a \"masterpiece\" of a \"living man...already mummified\".The tomb was designated as a Monument historique on 18 June 1898.\n", "labels": "What work includes the lines \"My flesh was its own shield\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f8d9447ded5b4f0a99c7ced0ca004423"}, {"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 copy of the cadaver for the Palais de Chaillot was produced in 1894. Fran\u00e7ois Pompon made a further copy in 1922 for the tomb of the playwright and poet Henry Bataille at Moux, while another replica is in the Mus\u00e9e Barrois in Bar-le-Duc. Death, an unattributed 16th-century sculpture realistically depicting a corpse wrapped in a shroud, now in the Mus\u00e9e des Beaux-Arts de Dijon (catalog number 743), is very similar, but much smaller.The first literary reference to the Transi appears in Louis Des Masures' 1557 Epitaph on the Heart of Ren\u00e9 de Chalon, Prince of Orange, and a photograph of the statue appears on the cover of the 1992 Faber edition of the book. The French poet Louis Aragon evoked the tomb in \"Le Cr\u00e8ve-c\u0153ur\", published in 1941. It inspired the titular poem in Thom Gunn's 1992 collection The Man with Night Sweats; elegies written in the aftermath of the deaths of friends from AIDS. The poems includes the lines \"My flesh was its own shield:/Where it was gashed, it healed. / Stopped upright where I am / Hugging my body to me / As if to shield it from / The pains that will go through me\". Simone de Beauvoir details her first encounter with the tomb in her 1974 autobiography All Said and Done, describing it as a \"masterpiece\" of a \"living man...already mummified\".The tomb was designated as a Monument historique on 18 June 1898.\n", "labels": "What work includes the line \"Stopped upright where I am\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f8d9447ded5b4f0a99c7ced0ca004423"}, {"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 copy of the cadaver for the Palais de Chaillot was produced in 1894. Fran\u00e7ois Pompon made a further copy in 1922 for the tomb of the playwright and poet Henry Bataille at Moux, while another replica is in the Mus\u00e9e Barrois in Bar-le-Duc. Death, an unattributed 16th-century sculpture realistically depicting a corpse wrapped in a shroud, now in the Mus\u00e9e des Beaux-Arts de Dijon (catalog number 743), is very similar, but much smaller.The first literary reference to the Transi appears in Louis Des Masures' 1557 Epitaph on the Heart of Ren\u00e9 de Chalon, Prince of Orange, and a photograph of the statue appears on the cover of the 1992 Faber edition of the book. The French poet Louis Aragon evoked the tomb in \"Le Cr\u00e8ve-c\u0153ur\", published in 1941. It inspired the titular poem in Thom Gunn's 1992 collection The Man with Night Sweats; elegies written in the aftermath of the deaths of friends from AIDS. The poems includes the lines \"My flesh was its own shield:/Where it was gashed, it healed. / Stopped upright where I am / Hugging my body to me / As if to shield it from / The pains that will go through me\". Simone de Beauvoir details her first encounter with the tomb in her 1974 autobiography All Said and Done, describing it as a \"masterpiece\" of a \"living man...already mummified\".The tomb was designated as a Monument historique on 18 June 1898.\n", "labels": "What work includes the line \"hugging my body to me\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f8d9447ded5b4f0a99c7ced0ca004423"}, {"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 copy of the cadaver for the Palais de Chaillot was produced in 1894. Fran\u00e7ois Pompon made a further copy in 1922 for the tomb of the playwright and poet Henry Bataille at Moux, while another replica is in the Mus\u00e9e Barrois in Bar-le-Duc. Death, an unattributed 16th-century sculpture realistically depicting a corpse wrapped in a shroud, now in the Mus\u00e9e des Beaux-Arts de Dijon (catalog number 743), is very similar, but much smaller.The first literary reference to the Transi appears in Louis Des Masures' 1557 Epitaph on the Heart of Ren\u00e9 de Chalon, Prince of Orange, and a photograph of the statue appears on the cover of the 1992 Faber edition of the book. The French poet Louis Aragon evoked the tomb in \"Le Cr\u00e8ve-c\u0153ur\", published in 1941. It inspired the titular poem in Thom Gunn's 1992 collection The Man with Night Sweats; elegies written in the aftermath of the deaths of friends from AIDS. The poems includes the lines \"My flesh was its own shield:/Where it was gashed, it healed. / Stopped upright where I am / Hugging my body to me / As if to shield it from / The pains that will go through me\". Simone de Beauvoir details her first encounter with the tomb in her 1974 autobiography All Said and Done, describing it as a \"masterpiece\" of a \"living man...already mummified\".The tomb was designated as a Monument historique on 18 June 1898.\n", "labels": "What work includes the line \"As if to shield it from\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f8d9447ded5b4f0a99c7ced0ca004423"}, {"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 copy of the cadaver for the Palais de Chaillot was produced in 1894. Fran\u00e7ois Pompon made a further copy in 1922 for the tomb of the playwright and poet Henry Bataille at Moux, while another replica is in the Mus\u00e9e Barrois in Bar-le-Duc. Death, an unattributed 16th-century sculpture realistically depicting a corpse wrapped in a shroud, now in the Mus\u00e9e des Beaux-Arts de Dijon (catalog number 743), is very similar, but much smaller.The first literary reference to the Transi appears in Louis Des Masures' 1557 Epitaph on the Heart of Ren\u00e9 de Chalon, Prince of Orange, and a photograph of the statue appears on the cover of the 1992 Faber edition of the book. The French poet Louis Aragon evoked the tomb in \"Le Cr\u00e8ve-c\u0153ur\", published in 1941. It inspired the titular poem in Thom Gunn's 1992 collection The Man with Night Sweats; elegies written in the aftermath of the deaths of friends from AIDS. The poems includes the lines \"My flesh was its own shield:/Where it was gashed, it healed. / Stopped upright where I am / Hugging my body to me / As if to shield it from / The pains that will go through me\". Simone de Beauvoir details her first encounter with the tomb in her 1974 autobiography All Said and Done, describing it as a \"masterpiece\" of a \"living man...already mummified\".The tomb was designated as a Monument historique on 18 June 1898.\n", "labels": "What work includes the line \"the pains that will go through me\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f8d9447ded5b4f0a99c7ced0ca004423"}, {"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: While Miss Marple and Mr Stringer are soliciting donations for a charity (\"The Reformed Criminals Assistance League\"), they visit Mr. Enderby, a rich and eccentric recluse. He tumbles down the long entrance staircase, apparently the victim of a fatal heart attack. Knowing that Enderby had a pathological fear of cats, Miss Marple becomes suspicious when she finds one in the house. She also finds a piece of mud bearing the print of a riding boot, but when she goes to Inspector Craddock, he is sceptical, believing that Enderby died of natural causes.\nUndeterred, Miss Marple eavesdrops when Enderby's family gather for the reading of the Will. There are four beneficiaries: fourth cousin George Crossfield, niece Rosamund Shane, nephew Hector Enderby and sister Cora Lansquenet. Each receives an equal share of the estate. Cora declares that she believes Enderby was murdered. The next day, when Miss Marple goes to see her, she finds Cora dead, stabbed in the back with a hatpin. Cora's companion of many years, timid Miss Milchrest, can provide little information.\nMiss Marple decides to take a \"holiday\" at the Gallop Hotel/riding school, as it is run by Hector Enderby and the other two surviving heirs and Miss Milchrest are staying there. When Inspector Craddock questions them and Rosamund Shane's spendthrift husband Michael, none of them can produce a satisfactory alibi for the time of Cora Lansquenet's death.\n", "labels": "What heirs are staying at the Gallop Hotel/riding school run by Hector?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-2f6a4305040547438edeecdbb26215d4"}, {"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: Roy DuBro and Ed Klingbottom are garbage men who are constantly undermined by their corrupt boss Junior Assistant Dispatcher Trainee Stanley Snyder.\nOne day, the earth is secretly invaded by an army of flying saucers, commanded by a Darth Vader-esque alien called Glaxxon. A saucer abducts the two men and the aliens on board attempt to vivisect them. They awaken just in time and escape back to earth with an alien fire extinguisher. When they arrive late for work and try to tell Stanley about the aliens, he doesn't believe them, having heard every alien story ever from fellow worker Old Bob.\nPresident Smith and his significantly more competent press secretary receive news about the invasion from General Vice and the President tells his advisor, Dr. Strangemeister, to find two people with alien experience and make them into secret agents. Unbeknownst to anyone, Strangemeister is secretly in league with Glaxon, who is infuriated by Ed and Roy's interference. Strangemeister hires the two of them, believing that they are destined to fail and transforms them into 'The Men in White'.\nThe aliens start abducting people all over the world. Roy suggests the two of them use a cow as bait. The plan works and they successfully capture an alien spaceship. They discover  a device that makes them forget the last several seconds, and the two of them get stuck in a continuous loop for several hours until its batteries run down.\n", "labels": "Who orders the advisor to hire secret agents?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-51cd182fc8a24e36b4ff03a7d10ffd36"}, {"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: Roy DuBro and Ed Klingbottom are garbage men who are constantly undermined by their corrupt boss Junior Assistant Dispatcher Trainee Stanley Snyder.\nOne day, the earth is secretly invaded by an army of flying saucers, commanded by a Darth Vader-esque alien called Glaxxon. A saucer abducts the two men and the aliens on board attempt to vivisect them. They awaken just in time and escape back to earth with an alien fire extinguisher. When they arrive late for work and try to tell Stanley about the aliens, he doesn't believe them, having heard every alien story ever from fellow worker Old Bob.\nPresident Smith and his significantly more competent press secretary receive news about the invasion from General Vice and the President tells his advisor, Dr. Strangemeister, to find two people with alien experience and make them into secret agents. Unbeknownst to anyone, Strangemeister is secretly in league with Glaxon, who is infuriated by Ed and Roy's interference. Strangemeister hires the two of them, believing that they are destined to fail and transforms them into 'The Men in White'.\nThe aliens start abducting people all over the world. Roy suggests the two of them use a cow as bait. The plan works and they successfully capture an alien spaceship. They discover  a device that makes them forget the last several seconds, and the two of them get stuck in a continuous loop for several hours until its batteries run down.\n", "labels": "Who hires the garbage men who work for a corrupt boss as secret agents??", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-51cd182fc8a24e36b4ff03a7d10ffd36"}, {"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: Roy DuBro and Ed Klingbottom are garbage men who are constantly undermined by their corrupt boss Junior Assistant Dispatcher Trainee Stanley Snyder.\nOne day, the earth is secretly invaded by an army of flying saucers, commanded by a Darth Vader-esque alien called Glaxxon. A saucer abducts the two men and the aliens on board attempt to vivisect them. They awaken just in time and escape back to earth with an alien fire extinguisher. When they arrive late for work and try to tell Stanley about the aliens, he doesn't believe them, having heard every alien story ever from fellow worker Old Bob.\nPresident Smith and his significantly more competent press secretary receive news about the invasion from General Vice and the President tells his advisor, Dr. Strangemeister, to find two people with alien experience and make them into secret agents. Unbeknownst to anyone, Strangemeister is secretly in league with Glaxon, who is infuriated by Ed and Roy's interference. Strangemeister hires the two of them, believing that they are destined to fail and transforms them into 'The Men in White'.\nThe aliens start abducting people all over the world. Roy suggests the two of them use a cow as bait. The plan works and they successfully capture an alien spaceship. They discover  a device that makes them forget the last several seconds, and the two of them get stuck in a continuous loop for several hours until its batteries run down.\n", "labels": "Who is the coworker of the garbage men who talks about aliens?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-51cd182fc8a24e36b4ff03a7d10ffd36"}, {"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: Tim and Susan Gates are eager to move into their new house with their teenage son Shane and their younger son Taylor, as well as their college-bound daughter Kayla, despite the house's dark history of drowned children and foreclosure. As they settle into the house, strange things frequently occur, like the garbage cans being taken out for collection without explanation. While Kayla and her boyfriend Derek are sorting out items for a garage sale, the garage door inexplicably opens and closes. \nThe next day, the ladder from the crawlspace descends into view, and the house's previous owner Aldon Webber climbs down. He washes up and helps himself to some food, and he retrieves a stuffed unicorn that Kayla had thrown out. Webber's intrusions into the Gates' lives grow more elaborate and sinister as the film progresses. He watches them closely through the air vents, and he even creeps into Kayla's room one night to film her sleeping. \nThe Gates' elderly neighbor warns Kayla and Shane that they need to get out of the house. She has witnessed Webber moving around when the family is gone during the day. After her warning, Webber sneaks into the neighbor's house and attacks her. He stuffs her vacuum cleaner's hose extension into her mouth and then reverses the air flow, emptying the vacuum's contents down her throat. \nWebber's next victim is Taylor's babysitter, who was not watching as the boy played with Shane's paintball gun. At the garage sale, Webber reveals himself to Kayla and Shane, but poses as a customer. When Webber does not leave after the sale is over, Shane approaches him aggressively. Webber punches Shane in the face and walks off the property.\n", "labels": "Which person threw out a stuffed unicorn?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-cab569146da345f8add52c282f134912"}, {"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: Tim and Susan Gates are eager to move into their new house with their teenage son Shane and their younger son Taylor, as well as their college-bound daughter Kayla, despite the house's dark history of drowned children and foreclosure. As they settle into the house, strange things frequently occur, like the garbage cans being taken out for collection without explanation. While Kayla and her boyfriend Derek are sorting out items for a garage sale, the garage door inexplicably opens and closes. \nThe next day, the ladder from the crawlspace descends into view, and the house's previous owner Aldon Webber climbs down. He washes up and helps himself to some food, and he retrieves a stuffed unicorn that Kayla had thrown out. Webber's intrusions into the Gates' lives grow more elaborate and sinister as the film progresses. He watches them closely through the air vents, and he even creeps into Kayla's room one night to film her sleeping. \nThe Gates' elderly neighbor warns Kayla and Shane that they need to get out of the house. She has witnessed Webber moving around when the family is gone during the day. After her warning, Webber sneaks into the neighbor's house and attacks her. He stuffs her vacuum cleaner's hose extension into her mouth and then reverses the air flow, emptying the vacuum's contents down her throat. \nWebber's next victim is Taylor's babysitter, who was not watching as the boy played with Shane's paintball gun. At the garage sale, Webber reveals himself to Kayla and Shane, but poses as a customer. When Webber does not leave after the sale is over, Shane approaches him aggressively. Webber punches Shane in the face and walks off the property.\n", "labels": "Who was playing with Shane's painball gun?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-cab569146da345f8add52c282f134912"}, {"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 southern party's absence the relief ship Morning arrived, bringing fresh supplies. The expedition's organisers had assumed that the Discovery would be free from the ice in early 1903, enabling Scott to carry out further seaborne exploration and survey work before winter set in. It was intended that Discovery would return to New Zealand in March or April, then home to Britain via the Pacific, continuing its magnetic survey en route. Morning would provide any assistance that Scott might require during this period.This plan was frustrated, as Discovery remained firmly icebound. Markham had privately anticipated this, and Morning's captain, William Colbeck, was carrying a secret letter to Scott authorising another year in the ice. This now being inevitable, the relief ship provided an opportunity for some of the party to return home. Among these, against his will, was the convalescent Shackleton, who Scott decided \"ought not to risk further hardships in his present state of health\". Stories of a Scott-Shackleton rift date from this point, or from a supposed falling-out during the southern journey which had provoked an angry exchange of words. Some of these details were supplied by Armitage, whose relationship with Scott had broken down and who, after Scott, Wilson and Shackleton were all dead, chose to reveal details which tended to show Scott in a poor light. Other evidence indicates that Scott and Shackleton remained on generally good terms for some while; Shackleton met the expedition on its return home in 1904, and later wrote a very cordial letter to Scott.\n", "labels": "What is the last name of the man who sent one of the crew members home against his will?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-04247d9b7bcb420389e7896c1c6e8107"}, {"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 southern party's absence the relief ship Morning arrived, bringing fresh supplies. The expedition's organisers had assumed that the Discovery would be free from the ice in early 1903, enabling Scott to carry out further seaborne exploration and survey work before winter set in. It was intended that Discovery would return to New Zealand in March or April, then home to Britain via the Pacific, continuing its magnetic survey en route. Morning would provide any assistance that Scott might require during this period.This plan was frustrated, as Discovery remained firmly icebound. Markham had privately anticipated this, and Morning's captain, William Colbeck, was carrying a secret letter to Scott authorising another year in the ice. This now being inevitable, the relief ship provided an opportunity for some of the party to return home. Among these, against his will, was the convalescent Shackleton, who Scott decided \"ought not to risk further hardships in his present state of health\". Stories of a Scott-Shackleton rift date from this point, or from a supposed falling-out during the southern journey which had provoked an angry exchange of words. Some of these details were supplied by Armitage, whose relationship with Scott had broken down and who, after Scott, Wilson and Shackleton were all dead, chose to reveal details which tended to show Scott in a poor light. Other evidence indicates that Scott and Shackleton remained on generally good terms for some while; Shackleton met the expedition on its return home in 1904, and later wrote a very cordial letter to Scott.\n", "labels": "What is the last name of the man who was spoken of in a negative light after his death?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-04247d9b7bcb420389e7896c1c6e8107"}, {"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: Wayne Atterbury, Sr., is president of Middleton College, where he tolerates no foolishness. So when his milquetoast son, Wayne Jr., enrolls as a freshman, the boy makes it clear to newspaper reporter Joyce Gilmore and to every student he meets that school must be all work and no play. This makes him instantly unpopular.\nHank Luisetti plays basketball for the school, which has never had a winning team. He is tempted to switch to a different college when Wayne Jr. offers his father's estate as a training camp. Luisetti is surprised when Wayne turns out to have a knack for the game himself. He becomes a basketball star and Joyce becomes a lot more interested in him.\nA big game against arch-rival State U is coming up, and Middleton finally has a shot at winning. Hank, however, flunks math, so Dean Wilton needs to suspend him from the team. The stuffed-shirt Atterbury watches his son play basketball and gets so excited about winning, he approves a new math test for Hank while the game's in progress. Hank passes, then scores 24 points in the final period to help carry Middleton to victory, whereupon both Atterburys are carried off by the happy crowd.\n", "labels": "Whose son becomes a basketball star?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-514aad7b9d7d4b2a81c3cb2d4ccaf1ca"}, {"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: Wayne Atterbury, Sr., is president of Middleton College, where he tolerates no foolishness. So when his milquetoast son, Wayne Jr., enrolls as a freshman, the boy makes it clear to newspaper reporter Joyce Gilmore and to every student he meets that school must be all work and no play. This makes him instantly unpopular.\nHank Luisetti plays basketball for the school, which has never had a winning team. He is tempted to switch to a different college when Wayne Jr. offers his father's estate as a training camp. Luisetti is surprised when Wayne turns out to have a knack for the game himself. He becomes a basketball star and Joyce becomes a lot more interested in him.\nA big game against arch-rival State U is coming up, and Middleton finally has a shot at winning. Hank, however, flunks math, so Dean Wilton needs to suspend him from the team. The stuffed-shirt Atterbury watches his son play basketball and gets so excited about winning, he approves a new math test for Hank while the game's in progress. Hank passes, then scores 24 points in the final period to help carry Middleton to victory, whereupon both Atterburys are carried off by the happy crowd.\n", "labels": "What is the full name of the person who is suspended for flunking math?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-514aad7b9d7d4b2a81c3cb2d4ccaf1ca"}, {"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: Wayne Atterbury, Sr., is president of Middleton College, where he tolerates no foolishness. So when his milquetoast son, Wayne Jr., enrolls as a freshman, the boy makes it clear to newspaper reporter Joyce Gilmore and to every student he meets that school must be all work and no play. This makes him instantly unpopular.\nHank Luisetti plays basketball for the school, which has never had a winning team. He is tempted to switch to a different college when Wayne Jr. offers his father's estate as a training camp. Luisetti is surprised when Wayne turns out to have a knack for the game himself. He becomes a basketball star and Joyce becomes a lot more interested in him.\nA big game against arch-rival State U is coming up, and Middleton finally has a shot at winning. Hank, however, flunks math, so Dean Wilton needs to suspend him from the team. The stuffed-shirt Atterbury watches his son play basketball and gets so excited about winning, he approves a new math test for Hank while the game's in progress. Hank passes, then scores 24 points in the final period to help carry Middleton to victory, whereupon both Atterburys are carried off by the happy crowd.\n", "labels": "What is the full name of the person who approves a new math test for Hank?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-514aad7b9d7d4b2a81c3cb2d4ccaf1ca"}, {"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 MAUD Committee reports urged the co-operation with the United States should be continued in the research of nuclear fission. Charles C. Lauritsen, a Caltech physicist working at the National Defense Research Committee (NDRC), was in London during this time and was invited to sit in on a MAUD meeting. The committee pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device. Once he returned to the United States, he was able to brief Vannevar Bush, the director of the Office of Scientific Research and Development (OSRD), concerning the details discussed during the meeting.In August 1941, Mark Oliphant, the director of the physics department at the University of Birmingham and an original member of the MAUD Committee, was sent to the US to assist the NDRC on radar. During his visit he met with William D. Coolidge. Coolidge was shocked when Oliphant informed him that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons. While in America, Oliphant discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports transferred from Britain entailing the initial discoveries and had not informed the S-1 Committee members of all its findings.Oliphant took the initiative himself to enlighten the scientific community in the U.S. of the recent ground breaking discoveries the MAUD Committee had just exposed. Oliphant also travelled to Berkley to meet with Ernest Lawrence, inventor of the cyclotron. After Oliphant informed Lawrence of his report on uranium, Lawrence met with NDRC chairman James Bryant Conant, George B. Pegram, and Arthur Compton to relay the details which Oliphant had directed to Lawrence. Oliphant was not only able to get in touch with Lawrence, but he met with Conant and Bush to inform them of the significant data the MAUD had discovered. Oliphant\u2019s ability to inform the Americans led to Oliphant convincing Lawrence, Lawrence convincing Compton, and then Kistiakowsky convincing Conant to move forward with nuclear weapons. These actions from Oliphant resulted in Bush taking this report directly to the president.\n", "labels": "What is the first name of the person who was was able to brief Vannevar Bush after he returned to the US?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4c596389d6264798bf413fe0c2ec52f7"}, {"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 MAUD Committee reports urged the co-operation with the United States should be continued in the research of nuclear fission. Charles C. Lauritsen, a Caltech physicist working at the National Defense Research Committee (NDRC), was in London during this time and was invited to sit in on a MAUD meeting. The committee pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device. Once he returned to the United States, he was able to brief Vannevar Bush, the director of the Office of Scientific Research and Development (OSRD), concerning the details discussed during the meeting.In August 1941, Mark Oliphant, the director of the physics department at the University of Birmingham and an original member of the MAUD Committee, was sent to the US to assist the NDRC on radar. During his visit he met with William D. Coolidge. Coolidge was shocked when Oliphant informed him that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons. While in America, Oliphant discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports transferred from Britain entailing the initial discoveries and had not informed the S-1 Committee members of all its findings.Oliphant took the initiative himself to enlighten the scientific community in the U.S. of the recent ground breaking discoveries the MAUD Committee had just exposed. Oliphant also travelled to Berkley to meet with Ernest Lawrence, inventor of the cyclotron. After Oliphant informed Lawrence of his report on uranium, Lawrence met with NDRC chairman James Bryant Conant, George B. Pegram, and Arthur Compton to relay the details which Oliphant had directed to Lawrence. Oliphant was not only able to get in touch with Lawrence, but he met with Conant and Bush to inform them of the significant data the MAUD had discovered. Oliphant\u2019s ability to inform the Americans led to Oliphant convincing Lawrence, Lawrence convincing Compton, and then Kistiakowsky convincing Conant to move forward with nuclear weapons. These actions from Oliphant resulted in Bush taking this report directly to the president.\n", "labels": "What is the first name of the person who took the report directly to the president?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4c596389d6264798bf413fe0c2ec52f7"}, {"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 MAUD Committee reports urged the co-operation with the United States should be continued in the research of nuclear fission. Charles C. Lauritsen, a Caltech physicist working at the National Defense Research Committee (NDRC), was in London during this time and was invited to sit in on a MAUD meeting. The committee pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device. Once he returned to the United States, he was able to brief Vannevar Bush, the director of the Office of Scientific Research and Development (OSRD), concerning the details discussed during the meeting.In August 1941, Mark Oliphant, the director of the physics department at the University of Birmingham and an original member of the MAUD Committee, was sent to the US to assist the NDRC on radar. During his visit he met with William D. Coolidge. Coolidge was shocked when Oliphant informed him that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons. While in America, Oliphant discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports transferred from Britain entailing the initial discoveries and had not informed the S-1 Committee members of all its findings.Oliphant took the initiative himself to enlighten the scientific community in the U.S. of the recent ground breaking discoveries the MAUD Committee had just exposed. Oliphant also travelled to Berkley to meet with Ernest Lawrence, inventor of the cyclotron. After Oliphant informed Lawrence of his report on uranium, Lawrence met with NDRC chairman James Bryant Conant, George B. Pegram, and Arthur Compton to relay the details which Oliphant had directed to Lawrence. Oliphant was not only able to get in touch with Lawrence, but he met with Conant and Bush to inform them of the significant data the MAUD had discovered. Oliphant\u2019s ability to inform the Americans led to Oliphant convincing Lawrence, Lawrence convincing Compton, and then Kistiakowsky convincing Conant to move forward with nuclear weapons. These actions from Oliphant resulted in Bush taking this report directly to the president.\n", "labels": "What is the first name of the person who informed Coolidge that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4c596389d6264798bf413fe0c2ec52f7"}, {"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 MAUD Committee reports urged the co-operation with the United States should be continued in the research of nuclear fission. Charles C. Lauritsen, a Caltech physicist working at the National Defense Research Committee (NDRC), was in London during this time and was invited to sit in on a MAUD meeting. The committee pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device. Once he returned to the United States, he was able to brief Vannevar Bush, the director of the Office of Scientific Research and Development (OSRD), concerning the details discussed during the meeting.In August 1941, Mark Oliphant, the director of the physics department at the University of Birmingham and an original member of the MAUD Committee, was sent to the US to assist the NDRC on radar. During his visit he met with William D. Coolidge. Coolidge was shocked when Oliphant informed him that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons. While in America, Oliphant discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports transferred from Britain entailing the initial discoveries and had not informed the S-1 Committee members of all its findings.Oliphant took the initiative himself to enlighten the scientific community in the U.S. of the recent ground breaking discoveries the MAUD Committee had just exposed. Oliphant also travelled to Berkley to meet with Ernest Lawrence, inventor of the cyclotron. After Oliphant informed Lawrence of his report on uranium, Lawrence met with NDRC chairman James Bryant Conant, George B. Pegram, and Arthur Compton to relay the details which Oliphant had directed to Lawrence. Oliphant was not only able to get in touch with Lawrence, but he met with Conant and Bush to inform them of the significant data the MAUD had discovered. Oliphant\u2019s ability to inform the Americans led to Oliphant convincing Lawrence, Lawrence convincing Compton, and then Kistiakowsky convincing Conant to move forward with nuclear weapons. These actions from Oliphant resulted in Bush taking this report directly to the president.\n", "labels": "What is the first name of the person who discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports ?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4c596389d6264798bf413fe0c2ec52f7"}, {"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 MAUD Committee reports urged the co-operation with the United States should be continued in the research of nuclear fission. Charles C. Lauritsen, a Caltech physicist working at the National Defense Research Committee (NDRC), was in London during this time and was invited to sit in on a MAUD meeting. The committee pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device. Once he returned to the United States, he was able to brief Vannevar Bush, the director of the Office of Scientific Research and Development (OSRD), concerning the details discussed during the meeting.In August 1941, Mark Oliphant, the director of the physics department at the University of Birmingham and an original member of the MAUD Committee, was sent to the US to assist the NDRC on radar. During his visit he met with William D. Coolidge. Coolidge was shocked when Oliphant informed him that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons. While in America, Oliphant discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports transferred from Britain entailing the initial discoveries and had not informed the S-1 Committee members of all its findings.Oliphant took the initiative himself to enlighten the scientific community in the U.S. of the recent ground breaking discoveries the MAUD Committee had just exposed. Oliphant also travelled to Berkley to meet with Ernest Lawrence, inventor of the cyclotron. After Oliphant informed Lawrence of his report on uranium, Lawrence met with NDRC chairman James Bryant Conant, George B. Pegram, and Arthur Compton to relay the details which Oliphant had directed to Lawrence. Oliphant was not only able to get in touch with Lawrence, but he met with Conant and Bush to inform them of the significant data the MAUD had discovered. Oliphant\u2019s ability to inform the Americans led to Oliphant convincing Lawrence, Lawrence convincing Compton, and then Kistiakowsky convincing Conant to move forward with nuclear weapons. These actions from Oliphant resulted in Bush taking this report directly to the president.\n", "labels": "What is the first name of the person who convinced Lawrence to move forward with nuclear weapons?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4c596389d6264798bf413fe0c2ec52f7"}, {"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 MAUD Committee reports urged the co-operation with the United States should be continued in the research of nuclear fission. Charles C. Lauritsen, a Caltech physicist working at the National Defense Research Committee (NDRC), was in London during this time and was invited to sit in on a MAUD meeting. The committee pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device. Once he returned to the United States, he was able to brief Vannevar Bush, the director of the Office of Scientific Research and Development (OSRD), concerning the details discussed during the meeting.In August 1941, Mark Oliphant, the director of the physics department at the University of Birmingham and an original member of the MAUD Committee, was sent to the US to assist the NDRC on radar. During his visit he met with William D. Coolidge. Coolidge was shocked when Oliphant informed him that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons. While in America, Oliphant discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports transferred from Britain entailing the initial discoveries and had not informed the S-1 Committee members of all its findings.Oliphant took the initiative himself to enlighten the scientific community in the U.S. of the recent ground breaking discoveries the MAUD Committee had just exposed. Oliphant also travelled to Berkley to meet with Ernest Lawrence, inventor of the cyclotron. After Oliphant informed Lawrence of his report on uranium, Lawrence met with NDRC chairman James Bryant Conant, George B. Pegram, and Arthur Compton to relay the details which Oliphant had directed to Lawrence. Oliphant was not only able to get in touch with Lawrence, but he met with Conant and Bush to inform them of the significant data the MAUD had discovered. Oliphant\u2019s ability to inform the Americans led to Oliphant convincing Lawrence, Lawrence convincing Compton, and then Kistiakowsky convincing Conant to move forward with nuclear weapons. These actions from Oliphant resulted in Bush taking this report directly to the president.\n", "labels": "What is the first name of the person who convinced Compton to move forward with nuclear weapons?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4c596389d6264798bf413fe0c2ec52f7"}, {"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 MAUD Committee reports urged the co-operation with the United States should be continued in the research of nuclear fission. Charles C. Lauritsen, a Caltech physicist working at the National Defense Research Committee (NDRC), was in London during this time and was invited to sit in on a MAUD meeting. The committee pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device. Once he returned to the United States, he was able to brief Vannevar Bush, the director of the Office of Scientific Research and Development (OSRD), concerning the details discussed during the meeting.In August 1941, Mark Oliphant, the director of the physics department at the University of Birmingham and an original member of the MAUD Committee, was sent to the US to assist the NDRC on radar. During his visit he met with William D. Coolidge. Coolidge was shocked when Oliphant informed him that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons. While in America, Oliphant discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports transferred from Britain entailing the initial discoveries and had not informed the S-1 Committee members of all its findings.Oliphant took the initiative himself to enlighten the scientific community in the U.S. of the recent ground breaking discoveries the MAUD Committee had just exposed. Oliphant also travelled to Berkley to meet with Ernest Lawrence, inventor of the cyclotron. After Oliphant informed Lawrence of his report on uranium, Lawrence met with NDRC chairman James Bryant Conant, George B. Pegram, and Arthur Compton to relay the details which Oliphant had directed to Lawrence. Oliphant was not only able to get in touch with Lawrence, but he met with Conant and Bush to inform them of the significant data the MAUD had discovered. Oliphant\u2019s ability to inform the Americans led to Oliphant convincing Lawrence, Lawrence convincing Compton, and then Kistiakowsky convincing Conant to move forward with nuclear weapons. These actions from Oliphant resulted in Bush taking this report directly to the president.\n", "labels": "What is the first name of the person who Kistiakowsky convinced to move forward with nuclear weapons?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4c596389d6264798bf413fe0c2ec52f7"}, {"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 MAUD Committee reports urged the co-operation with the United States should be continued in the research of nuclear fission. Charles C. Lauritsen, a Caltech physicist working at the National Defense Research Committee (NDRC), was in London during this time and was invited to sit in on a MAUD meeting. The committee pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device. Once he returned to the United States, he was able to brief Vannevar Bush, the director of the Office of Scientific Research and Development (OSRD), concerning the details discussed during the meeting.In August 1941, Mark Oliphant, the director of the physics department at the University of Birmingham and an original member of the MAUD Committee, was sent to the US to assist the NDRC on radar. During his visit he met with William D. Coolidge. Coolidge was shocked when Oliphant informed him that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons. While in America, Oliphant discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports transferred from Britain entailing the initial discoveries and had not informed the S-1 Committee members of all its findings.Oliphant took the initiative himself to enlighten the scientific community in the U.S. of the recent ground breaking discoveries the MAUD Committee had just exposed. Oliphant also travelled to Berkley to meet with Ernest Lawrence, inventor of the cyclotron. After Oliphant informed Lawrence of his report on uranium, Lawrence met with NDRC chairman James Bryant Conant, George B. Pegram, and Arthur Compton to relay the details which Oliphant had directed to Lawrence. Oliphant was not only able to get in touch with Lawrence, but he met with Conant and Bush to inform them of the significant data the MAUD had discovered. Oliphant\u2019s ability to inform the Americans led to Oliphant convincing Lawrence, Lawrence convincing Compton, and then Kistiakowsky convincing Conant to move forward with nuclear weapons. These actions from Oliphant resulted in Bush taking this report directly to the president.\n", "labels": "What pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4c596389d6264798bf413fe0c2ec52f7"}, {"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: Prominent criminal attorney Amos Strickland checks into the Lost Caverns Resort Hotel. His murdered body is later discovered by the bellboy, Freddie Phillips, who is implicated in the crime. Casey Edwards, the house detective, tries to clear Freddie, but Inspector Wellman and Sgt. Stone keep him in custody at his hotel room 'on the state'. \nStrickland's secretary Gregory Millford and seven of Strickland's former clients happen to be at the resort, and they are all suspects. These former clients are Swami Talpur, Angela Gordon, Mrs. Hargreave, T. Hanley Brooks, Lawrence Crandall, Mrs. Grimsby and Mike Relia. \nThe bodies of Relia and the secretary Gregory Millford are found in Freddie's closet, and he and Casey try to move them and hide them.  The former clients gather for a meeting and decide that they must conceal their pasts and that Freddie must take the blame for the three murders. They trick Freddie into signing a confession, and then want him dead. Angela tries to seduce him, but the police stop her when they fear she's poisoned the champagne, then the Swami attempts to hypnotize him into committing suicide but his stupidity saves him.\n", "labels": "What's the full name of the person that the house detective helps move dead bodies?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e083f278feff488ca7d592b5047a2316"}, {"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: Prominent criminal attorney Amos Strickland checks into the Lost Caverns Resort Hotel. His murdered body is later discovered by the bellboy, Freddie Phillips, who is implicated in the crime. Casey Edwards, the house detective, tries to clear Freddie, but Inspector Wellman and Sgt. Stone keep him in custody at his hotel room 'on the state'. \nStrickland's secretary Gregory Millford and seven of Strickland's former clients happen to be at the resort, and they are all suspects. These former clients are Swami Talpur, Angela Gordon, Mrs. Hargreave, T. Hanley Brooks, Lawrence Crandall, Mrs. Grimsby and Mike Relia. \nThe bodies of Relia and the secretary Gregory Millford are found in Freddie's closet, and he and Casey try to move them and hide them.  The former clients gather for a meeting and decide that they must conceal their pasts and that Freddie must take the blame for the three murders. They trick Freddie into signing a confession, and then want him dead. Angela tries to seduce him, but the police stop her when they fear she's poisoned the champagne, then the Swami attempts to hypnotize him into committing suicide but his stupidity saves him.\n", "labels": "What is the occupation of the person who signs a confession?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e083f278feff488ca7d592b5047a2316"}, {"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: Prominent criminal attorney Amos Strickland checks into the Lost Caverns Resort Hotel. His murdered body is later discovered by the bellboy, Freddie Phillips, who is implicated in the crime. Casey Edwards, the house detective, tries to clear Freddie, but Inspector Wellman and Sgt. Stone keep him in custody at his hotel room 'on the state'. \nStrickland's secretary Gregory Millford and seven of Strickland's former clients happen to be at the resort, and they are all suspects. These former clients are Swami Talpur, Angela Gordon, Mrs. Hargreave, T. Hanley Brooks, Lawrence Crandall, Mrs. Grimsby and Mike Relia. \nThe bodies of Relia and the secretary Gregory Millford are found in Freddie's closet, and he and Casey try to move them and hide them.  The former clients gather for a meeting and decide that they must conceal their pasts and that Freddie must take the blame for the three murders. They trick Freddie into signing a confession, and then want him dead. Angela tries to seduce him, but the police stop her when they fear she's poisoned the champagne, then the Swami attempts to hypnotize him into committing suicide but his stupidity saves him.\n", "labels": "What's the first name of the person too stupid to be hypnotized?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e083f278feff488ca7d592b5047a2316"}, {"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: Prominent criminal attorney Amos Strickland checks into the Lost Caverns Resort Hotel. His murdered body is later discovered by the bellboy, Freddie Phillips, who is implicated in the crime. Casey Edwards, the house detective, tries to clear Freddie, but Inspector Wellman and Sgt. Stone keep him in custody at his hotel room 'on the state'. \nStrickland's secretary Gregory Millford and seven of Strickland's former clients happen to be at the resort, and they are all suspects. These former clients are Swami Talpur, Angela Gordon, Mrs. Hargreave, T. Hanley Brooks, Lawrence Crandall, Mrs. Grimsby and Mike Relia. \nThe bodies of Relia and the secretary Gregory Millford are found in Freddie's closet, and he and Casey try to move them and hide them.  The former clients gather for a meeting and decide that they must conceal their pasts and that Freddie must take the blame for the three murders. They trick Freddie into signing a confession, and then want him dead. Angela tries to seduce him, but the police stop her when they fear she's poisoned the champagne, then the Swami attempts to hypnotize him into committing suicide but his stupidity saves him.\n", "labels": "How does the woman that tries to seduce the bellboy know the criminal attorney?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e083f278feff488ca7d592b5047a2316"}, {"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: Prominent criminal attorney Amos Strickland checks into the Lost Caverns Resort Hotel. His murdered body is later discovered by the bellboy, Freddie Phillips, who is implicated in the crime. Casey Edwards, the house detective, tries to clear Freddie, but Inspector Wellman and Sgt. Stone keep him in custody at his hotel room 'on the state'. \nStrickland's secretary Gregory Millford and seven of Strickland's former clients happen to be at the resort, and they are all suspects. These former clients are Swami Talpur, Angela Gordon, Mrs. Hargreave, T. Hanley Brooks, Lawrence Crandall, Mrs. Grimsby and Mike Relia. \nThe bodies of Relia and the secretary Gregory Millford are found in Freddie's closet, and he and Casey try to move them and hide them.  The former clients gather for a meeting and decide that they must conceal their pasts and that Freddie must take the blame for the three murders. They trick Freddie into signing a confession, and then want him dead. Angela tries to seduce him, but the police stop her when they fear she's poisoned the champagne, then the Swami attempts to hypnotize him into committing suicide but his stupidity saves him.\n", "labels": "What are the full names of the people who trick Freddie into signing a confession?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e083f278feff488ca7d592b5047a2316"}, {"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: Prominent criminal attorney Amos Strickland checks into the Lost Caverns Resort Hotel. His murdered body is later discovered by the bellboy, Freddie Phillips, who is implicated in the crime. Casey Edwards, the house detective, tries to clear Freddie, but Inspector Wellman and Sgt. Stone keep him in custody at his hotel room 'on the state'. \nStrickland's secretary Gregory Millford and seven of Strickland's former clients happen to be at the resort, and they are all suspects. These former clients are Swami Talpur, Angela Gordon, Mrs. Hargreave, T. Hanley Brooks, Lawrence Crandall, Mrs. Grimsby and Mike Relia. \nThe bodies of Relia and the secretary Gregory Millford are found in Freddie's closet, and he and Casey try to move them and hide them.  The former clients gather for a meeting and decide that they must conceal their pasts and that Freddie must take the blame for the three murders. They trick Freddie into signing a confession, and then want him dead. Angela tries to seduce him, but the police stop her when they fear she's poisoned the champagne, then the Swami attempts to hypnotize him into committing suicide but his stupidity saves him.\n", "labels": "What is the first name of the person who Swami tries to hypnotize into committing suicide?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e083f278feff488ca7d592b5047a2316"}, {"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: Shoshone National Forest is an integral part of the Greater Yellowstone Ecosystem, which has 1,700 documented species of plants. Since the elevation of the land in the forest ranges from 4,600 to 13,804 ft (1,402 to 4,207 m), which is more than 9,000 ft (2,700 m), the forest has a wide variety of ecosystems. Lower elevations often have sagebrush and grass-dominated vegetation types, while forested areas are dominated by various combinations of tree and shrub species. These include lodgepole pine, which along with Rocky Mountain juniper, and quaking aspen are found at elevations up to 9,000 ft (2,700 m). At higher elevations subalpine fir, Engelmann spruce, whitebark pine and limber pine, are common, each occurring up to timberline. The region above timberline makes up 25 percent of the total acreage of the forest and of that 13 percent is listed as just either barren, rock or ice. The types of plant species is highly dependent on the amount of water available, and trees are more commonly found on higher slopes due to the longer lasting snowfall which keeps the soil moister for a longer time into the summer months. Along lower elevation riparian corridors, cottonwoods and willows are typically dominant. Numerous plant species are endemic to the region including some that are rare. Among them, the whitlow grass, fremont bladderpod, shoshonea, and the north fork Easter daisy provide vivid white and yellow flowers during the spring and summer.Exotic species of flora that are not native to the region include Canada thistle, Musk thistle, Spotted knapweed, Leafy spurge and Yellow toadflax. These non-native plant species are considered noxious, impacting native plant communities and the species that thrive on them. Native species such as the mountain pine beetle are having an enormous negative impact on some tree species. A survey of the forest performed in 2010 indicated that over 1,000,000 acres (400,000 ha) of timberland had been impacted by insects such as the mountain pine beetle, spruce bark beetle and Douglas fir beetle, and that the insects had killed between 25 and 100 percent of the trees in the impacted areas. The forest service is addressing the situation by performing controlled burns, selling dead trees as firewood, timber harvesting and spraying the highest value areas.\n", "labels": "What bugs had killed between 25 and 100 percent of the trees in the impacted areas?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4af56152b32e4aa58cd069a83ef97d7d"}, {"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: Shoshone National Forest is an integral part of the Greater Yellowstone Ecosystem, which has 1,700 documented species of plants. Since the elevation of the land in the forest ranges from 4,600 to 13,804 ft (1,402 to 4,207 m), which is more than 9,000 ft (2,700 m), the forest has a wide variety of ecosystems. Lower elevations often have sagebrush and grass-dominated vegetation types, while forested areas are dominated by various combinations of tree and shrub species. These include lodgepole pine, which along with Rocky Mountain juniper, and quaking aspen are found at elevations up to 9,000 ft (2,700 m). At higher elevations subalpine fir, Engelmann spruce, whitebark pine and limber pine, are common, each occurring up to timberline. The region above timberline makes up 25 percent of the total acreage of the forest and of that 13 percent is listed as just either barren, rock or ice. The types of plant species is highly dependent on the amount of water available, and trees are more commonly found on higher slopes due to the longer lasting snowfall which keeps the soil moister for a longer time into the summer months. Along lower elevation riparian corridors, cottonwoods and willows are typically dominant. Numerous plant species are endemic to the region including some that are rare. Among them, the whitlow grass, fremont bladderpod, shoshonea, and the north fork Easter daisy provide vivid white and yellow flowers during the spring and summer.Exotic species of flora that are not native to the region include Canada thistle, Musk thistle, Spotted knapweed, Leafy spurge and Yellow toadflax. These non-native plant species are considered noxious, impacting native plant communities and the species that thrive on them. Native species such as the mountain pine beetle are having an enormous negative impact on some tree species. A survey of the forest performed in 2010 indicated that over 1,000,000 acres (400,000 ha) of timberland had been impacted by insects such as the mountain pine beetle, spruce bark beetle and Douglas fir beetle, and that the insects had killed between 25 and 100 percent of the trees in the impacted areas. The forest service is addressing the situation by performing controlled burns, selling dead trees as firewood, timber harvesting and spraying the highest value areas.\n", "labels": "What situation is the Forest Service addressing?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4af56152b32e4aa58cd069a83ef97d7d"}, {"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: Shoshone National Forest is an integral part of the Greater Yellowstone Ecosystem, which has 1,700 documented species of plants. Since the elevation of the land in the forest ranges from 4,600 to 13,804 ft (1,402 to 4,207 m), which is more than 9,000 ft (2,700 m), the forest has a wide variety of ecosystems. Lower elevations often have sagebrush and grass-dominated vegetation types, while forested areas are dominated by various combinations of tree and shrub species. These include lodgepole pine, which along with Rocky Mountain juniper, and quaking aspen are found at elevations up to 9,000 ft (2,700 m). At higher elevations subalpine fir, Engelmann spruce, whitebark pine and limber pine, are common, each occurring up to timberline. The region above timberline makes up 25 percent of the total acreage of the forest and of that 13 percent is listed as just either barren, rock or ice. The types of plant species is highly dependent on the amount of water available, and trees are more commonly found on higher slopes due to the longer lasting snowfall which keeps the soil moister for a longer time into the summer months. Along lower elevation riparian corridors, cottonwoods and willows are typically dominant. Numerous plant species are endemic to the region including some that are rare. Among them, the whitlow grass, fremont bladderpod, shoshonea, and the north fork Easter daisy provide vivid white and yellow flowers during the spring and summer.Exotic species of flora that are not native to the region include Canada thistle, Musk thistle, Spotted knapweed, Leafy spurge and Yellow toadflax. These non-native plant species are considered noxious, impacting native plant communities and the species that thrive on them. Native species such as the mountain pine beetle are having an enormous negative impact on some tree species. A survey of the forest performed in 2010 indicated that over 1,000,000 acres (400,000 ha) of timberland had been impacted by insects such as the mountain pine beetle, spruce bark beetle and Douglas fir beetle, and that the insects had killed between 25 and 100 percent of the trees in the impacted areas. The forest service is addressing the situation by performing controlled burns, selling dead trees as firewood, timber harvesting and spraying the highest value areas.\n", "labels": "What types of various trees and shrub species dominate the forest areas at higher elevations but below timberline??", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4af56152b32e4aa58cd069a83ef97d7d"}, {"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: Shoshone National Forest is an integral part of the Greater Yellowstone Ecosystem, which has 1,700 documented species of plants. Since the elevation of the land in the forest ranges from 4,600 to 13,804 ft (1,402 to 4,207 m), which is more than 9,000 ft (2,700 m), the forest has a wide variety of ecosystems. Lower elevations often have sagebrush and grass-dominated vegetation types, while forested areas are dominated by various combinations of tree and shrub species. These include lodgepole pine, which along with Rocky Mountain juniper, and quaking aspen are found at elevations up to 9,000 ft (2,700 m). At higher elevations subalpine fir, Engelmann spruce, whitebark pine and limber pine, are common, each occurring up to timberline. The region above timberline makes up 25 percent of the total acreage of the forest and of that 13 percent is listed as just either barren, rock or ice. The types of plant species is highly dependent on the amount of water available, and trees are more commonly found on higher slopes due to the longer lasting snowfall which keeps the soil moister for a longer time into the summer months. Along lower elevation riparian corridors, cottonwoods and willows are typically dominant. Numerous plant species are endemic to the region including some that are rare. Among them, the whitlow grass, fremont bladderpod, shoshonea, and the north fork Easter daisy provide vivid white and yellow flowers during the spring and summer.Exotic species of flora that are not native to the region include Canada thistle, Musk thistle, Spotted knapweed, Leafy spurge and Yellow toadflax. These non-native plant species are considered noxious, impacting native plant communities and the species that thrive on them. Native species such as the mountain pine beetle are having an enormous negative impact on some tree species. A survey of the forest performed in 2010 indicated that over 1,000,000 acres (400,000 ha) of timberland had been impacted by insects such as the mountain pine beetle, spruce bark beetle and Douglas fir beetle, and that the insects had killed between 25 and 100 percent of the trees in the impacted areas. The forest service is addressing the situation by performing controlled burns, selling dead trees as firewood, timber harvesting and spraying the highest value areas.\n", "labels": "What non-native plant species are considered noxious?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4af56152b32e4aa58cd069a83ef97d7d"}, {"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: Diorama is the fourth studio album by Australian alternative rock band Silverchair, released on 31 March 2002 by Atlantic/Eleven. It won the 2002 ARIA Music Award for Best Group and Best Rock Album. The album was co-produced by Daniel Johns and David Bottrill. While Bottrill had worked on albums for a variety of other bands, Diorama marked the first production credit for lead singer Johns.\nJohns wrote most of the album at the piano instead of his usual guitar, while the band took a 12-month break following their previous studio album, Neon Ballroom. Silverchair worked with composer Van Dyke Parks on Diorama; the album contains numerous orchestral arrangements and power ballads, a change from the post-grunge music typical of their earlier work, but consistent with the band's previous orchestrations on Neon Ballroom. The album's title refers to \"a world within a world\". Five singles were released: \"The Greatest View\", \"Without You\", \"Luv Your Life\", \"Across the Night\" and \"After All These Years\". All except \"After All These Years\", a promotional single, appeared on the Australian singles chart.\nDiorama was successful in the charts but was not as well received by critics as the band's earlier albums. It reached number one on the Australian Recording Industry Association (ARIA) Albums Chart and received a rating of 71 (out of 100) on review aggregator Metacritic. It was certified triple-platinum by ARIA, selling in excess of 210,000 copies, and won five ARIA Awards in 2002. Diorama was nominated for Highest Selling Album in 2003, and three songs from the album were nominated for awards over the two years.\n", "labels": "What is the full name of Silverchair's lead singer?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-38c42ce6f7b647f8ba34c08965c50db5"}, {"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: Diorama is the fourth studio album by Australian alternative rock band Silverchair, released on 31 March 2002 by Atlantic/Eleven. It won the 2002 ARIA Music Award for Best Group and Best Rock Album. The album was co-produced by Daniel Johns and David Bottrill. While Bottrill had worked on albums for a variety of other bands, Diorama marked the first production credit for lead singer Johns.\nJohns wrote most of the album at the piano instead of his usual guitar, while the band took a 12-month break following their previous studio album, Neon Ballroom. Silverchair worked with composer Van Dyke Parks on Diorama; the album contains numerous orchestral arrangements and power ballads, a change from the post-grunge music typical of their earlier work, but consistent with the band's previous orchestrations on Neon Ballroom. The album's title refers to \"a world within a world\". Five singles were released: \"The Greatest View\", \"Without You\", \"Luv Your Life\", \"Across the Night\" and \"After All These Years\". All except \"After All These Years\", a promotional single, appeared on the Australian singles chart.\nDiorama was successful in the charts but was not as well received by critics as the band's earlier albums. It reached number one on the Australian Recording Industry Association (ARIA) Albums Chart and received a rating of 71 (out of 100) on review aggregator Metacritic. It was certified triple-platinum by ARIA, selling in excess of 210,000 copies, and won five ARIA Awards in 2002. Diorama was nominated for Highest Selling Album in 2003, and three songs from the album were nominated for awards over the two years.\n", "labels": "What is the full name of the person that wrote most of the songs for Diorama?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-38c42ce6f7b647f8ba34c08965c50db5"}, {"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: Rakoto's opportunity for national fame arrived with the 1958 visit of French President Charles de Gaulle to Madagascar. The visit was in conjunction with the dissolution of colonial status and naming of Philibert Tsiranana as Prime Minister, part of the island's transition to full independence in 1960. Tsiranana had previously seen the flutist perform and invited Rakoto and his group of 18 musicians to accompany de Gaulle and perform traditional pieces during a portion of the French statesman's walking tour through the capital city of Antananarivo. Following this performance, Rakoto dedicated himself full-time to a career in music, performing regularly at traditional celebrations on the island. Tsiranana, who became president of Madagascar two years later, was the first to refer to the artist as Rakoto Frah, the name that the musician would use for the rest of his career.International recognition of Rakoto Frah and his performance of traditional sodina music began with his first overseas voyage to Algeria in 1967. The artist led a troupe of 18 Malagasy musicians selected to represent the island's various ethnic groups at the International Festival of Algiers. Among the 80 competitors hailing from a variety of countries, Rakoto Frah's troupe won the gold medal. This success was followed by performances in Japan, England, the United States, India, Germany, China, Norway, Finland, Australia and France, making him one of the first musicians to perform traditional Malagasy music at music festivals and concerts outside of Madagascar. At these performances, he was often accompanied by supporting musicians under the group name Orchestre Nationale. By exposing international audiences to sodina performances, Rakoto Frah promoted the instrument and the traditional musical heritage of Madagascar across the globe. The government of President Tsirananana fell into disfavor and was overturned in 1972, and Rakoto Frah's close association with the unpopular former head of state led the artist to be marginalized for the first half of the administration of his successor, Didier Ratsiraka (1975\u20131993).\n", "labels": "In what country did Rakoto Frah's troupe win the gold medal?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0fc1eb098d8342e6be908ba88985755f"}, {"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: Demonstrations began on the evening of 5 July with a protest in the Grand Bazaar, a prominent tourist site, and crowd reportedly gathering at the People's Square area. The demonstration began peacefully, and official and eyewitness accounts reported that it involved about 1,000 Uyghurs; the WUC said approximately 10,000 protesters took part.On 6 July, XUAR chairman Nur Bekri presented an official timeline of the previous day's events, according to which more than 200 demonstrators gathered in People's Square in \u00dcr\u00fcmqi at about 5 p.m. local time, and about 70 of their leaders were detained. Later, a crowd gathered in the mostly Uyghur areas of South Jiefang Road, Erdaoqiao, and Shanxi Alley; by 7:30 p.m., more than one thousand were gathered in front of a hospital in Shanxi Alley. At about 7:40 p.m., more than 300 people blocked the roads in the Renmin Road and Nanmen area. According to Bekri, rioters began to smash buses at 8:18 p.m., after police \"controlled and dispersed\" the crowd.How the demonstrations became violent is unclear. Some say the police used excessive force against the protesters; the World Uyghur Congress quickly issued press releases saying that the police had used deadly force and killed \"scores\" of protesters. Kadeer has alleged that there were agents provocateurs among the crowds. Others claim that the protesters initiated the violence; for example, an Uyghur eyewitness cited by The New York Times said protesters began throwing rocks at the police. The government's official line was that the violence was not only initiated by the protesters, but also had been premeditated and coordinated by Uyghur separatists abroad. The local public security bureau said it found evidence that many Uyghurs had travelled from other cities to gather for the riot, and that they had begun preparing weapons two or three days before the riot.\n", "labels": "Who was said to have coordinated the protests?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d042629d98db453993b12bbf0a428647"}, {"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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.\n", "labels": "To what country does Percy travel to meet the Archduke?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-02449934b4174e80af7334c0311704c9"}, {"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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.\n", "labels": "What similarly named but entirely different event does Percy head up a year after the after-hunt party?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-02449934b4174e80af7334c0311704c9"}, {"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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.\n", "labels": "What corporals does Percy meet on his travels?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-02449934b4174e80af7334c0311704c9"}, {"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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.\n", "labels": "What is the first name of the person who is sent to London?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-02449934b4174e80af7334c0311704c9"}, {"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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.\n", "labels": "What is the first name of the person who agrees to lead the survey party?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-02449934b4174e80af7334c0311704c9"}, {"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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.\n", "labels": "What is the first name of the person who meets Corporal Costin?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-02449934b4174e80af7334c0311704c9"}, {"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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.\n", "labels": "What is the first name of the person who found the highly advanced pottery?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-02449934b4174e80af7334c0311704c9"}, {"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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.\n", "labels": "What is the first name of the person who is sent to meet with officials of the Royal Geographic Society?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-02449934b4174e80af7334c0311704c9"}, {"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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.\n", "labels": "What is the first name of the person whose family name needed restoring?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-02449934b4174e80af7334c0311704c9"}, {"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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.\n", "labels": "What is the first name of the person Tadjui tells about the city covered in gold?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-02449934b4174e80af7334c0311704c9"}, {"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: Sergio is a Toronto pastry shop assistant who is smitten with Hattie, a mousy girl who works in her father Perry's diner and refuses to consider a relationship with him until he begins to earn a decent living. An opportunity presents itself when Linzer, Sergio's employer, offers him $20,000 to torch the store so he can collect the insurance money and use it to give his wife the lifestyle he feels she deserves. Sergio declines the offer, but one night the bakery is burnt to the ground anyway.\nSergio is offered $25,000 to take the blame by the millionaire father of the real culprit, the mentally unstable Garet, who set the bakery on fire as a public declaration of his love for his society girlfriend Stephanie, whose attraction to Sergio, unbeknownst to her vengeance-seeking beau, is unrequited. Despite his innocence, Sergio claims responsibility for the fire so he can use the money to claim Hattie as his own. Linzer, however, has second thoughts about allowing Sergio to pay for the crime, so he confesses he did it, while his wife insists she set the blaze to prevent her husband from being imprisoned. Sgt. Zikowski is left to determine who of the four claiming guilt is the real perpetrator.\n", "labels": "Who asks the person that's smitten with Hattie to burn down the store?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-944f3d8839f040c2b535197bb1869387"}, {"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: Sergio is a Toronto pastry shop assistant who is smitten with Hattie, a mousy girl who works in her father Perry's diner and refuses to consider a relationship with him until he begins to earn a decent living. An opportunity presents itself when Linzer, Sergio's employer, offers him $20,000 to torch the store so he can collect the insurance money and use it to give his wife the lifestyle he feels she deserves. Sergio declines the offer, but one night the bakery is burnt to the ground anyway.\nSergio is offered $25,000 to take the blame by the millionaire father of the real culprit, the mentally unstable Garet, who set the bakery on fire as a public declaration of his love for his society girlfriend Stephanie, whose attraction to Sergio, unbeknownst to her vengeance-seeking beau, is unrequited. Despite his innocence, Sergio claims responsibility for the fire so he can use the money to claim Hattie as his own. Linzer, however, has second thoughts about allowing Sergio to pay for the crime, so he confesses he did it, while his wife insists she set the blaze to prevent her husband from being imprisoned. Sgt. Zikowski is left to determine who of the four claiming guilt is the real perpetrator.\n", "labels": "Who owns the bakery?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-944f3d8839f040c2b535197bb1869387"}, {"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: Sergio is a Toronto pastry shop assistant who is smitten with Hattie, a mousy girl who works in her father Perry's diner and refuses to consider a relationship with him until he begins to earn a decent living. An opportunity presents itself when Linzer, Sergio's employer, offers him $20,000 to torch the store so he can collect the insurance money and use it to give his wife the lifestyle he feels she deserves. Sergio declines the offer, but one night the bakery is burnt to the ground anyway.\nSergio is offered $25,000 to take the blame by the millionaire father of the real culprit, the mentally unstable Garet, who set the bakery on fire as a public declaration of his love for his society girlfriend Stephanie, whose attraction to Sergio, unbeknownst to her vengeance-seeking beau, is unrequited. Despite his innocence, Sergio claims responsibility for the fire so he can use the money to claim Hattie as his own. Linzer, however, has second thoughts about allowing Sergio to pay for the crime, so he confesses he did it, while his wife insists she set the blaze to prevent her husband from being imprisoned. Sgt. Zikowski is left to determine who of the four claiming guilt is the real perpetrator.\n", "labels": "Who's attracted to the pastry shop assistant?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-944f3d8839f040c2b535197bb1869387"}, {"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: \"Sad Eyed Lady of the Lowlands\"Written in the CBS recording studio in Nashville over the space of eight hours on the night of February 15\u201316, \"Sad Eyed Lady\" eventually occupied the whole of side four of Blonde On Blonde. Critics have observed that \"Lowlands\" hints at \"Lownds\", and Dylan biographer Robert Shelton wrote that this was a \"wedding song\" for Sara Lownds, whom Dylan had married just three months earlier. In his paean to his wife, \"Sara\", written in 1975, Dylan amends history slightly to claim that he stayed \"up for days in the Chelsea Hotel/ Writin' 'Sad-Eyed Lady of the Lowlands' for you\".When Dylan played Shelton the song, shortly after recording it, he claimed, \"This is the best song I've ever written.\" Around the same time, Dylan enthused to journalist Jules Siegel, \"Just listen to that! That's old-time religious carnival music!\" However, in 1969, Dylan confessed to Rolling Stone's editor, Jann Wenner, \"I just sat down at a table and started writing ... And I just got carried away with the whole thing ... I just started writing and I couldn't stop. After a period of time, I forgot what it was all about, and I started trying to get back to the beginning [laughs].\"Heard by some listeners as a hymn to an other-worldly woman, for Shelton \"her travails seem beyond endurance, yet she radiates an inner strength, an ability to be reborn. This is Dylan at his most romantic.\" Wilentz comments that Dylan's writing had shifted from the days when he asked questions and supplied answers. Like the verses of William Blake's \"Tyger\", Dylan asks a series of questions about the \"Sad Eyed Lady\" but never supplies any answers.\n", "labels": "What was the last name of the person Dylan married?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0f60d51864b54f808326a901cd9e37b0"}, {"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: \"Sad Eyed Lady of the Lowlands\"Written in the CBS recording studio in Nashville over the space of eight hours on the night of February 15\u201316, \"Sad Eyed Lady\" eventually occupied the whole of side four of Blonde On Blonde. Critics have observed that \"Lowlands\" hints at \"Lownds\", and Dylan biographer Robert Shelton wrote that this was a \"wedding song\" for Sara Lownds, whom Dylan had married just three months earlier. In his paean to his wife, \"Sara\", written in 1975, Dylan amends history slightly to claim that he stayed \"up for days in the Chelsea Hotel/ Writin' 'Sad-Eyed Lady of the Lowlands' for you\".When Dylan played Shelton the song, shortly after recording it, he claimed, \"This is the best song I've ever written.\" Around the same time, Dylan enthused to journalist Jules Siegel, \"Just listen to that! That's old-time religious carnival music!\" However, in 1969, Dylan confessed to Rolling Stone's editor, Jann Wenner, \"I just sat down at a table and started writing ... And I just got carried away with the whole thing ... I just started writing and I couldn't stop. After a period of time, I forgot what it was all about, and I started trying to get back to the beginning [laughs].\"Heard by some listeners as a hymn to an other-worldly woman, for Shelton \"her travails seem beyond endurance, yet she radiates an inner strength, an ability to be reborn. This is Dylan at his most romantic.\" Wilentz comments that Dylan's writing had shifted from the days when he asked questions and supplied answers. Like the verses of William Blake's \"Tyger\", Dylan asks a series of questions about the \"Sad Eyed Lady\" but never supplies any answers.\n", "labels": "What was the last name of the person who said Lowlands was a wedding song?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0f60d51864b54f808326a901cd9e37b0"}, {"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: \"Sad Eyed Lady of the Lowlands\"Written in the CBS recording studio in Nashville over the space of eight hours on the night of February 15\u201316, \"Sad Eyed Lady\" eventually occupied the whole of side four of Blonde On Blonde. Critics have observed that \"Lowlands\" hints at \"Lownds\", and Dylan biographer Robert Shelton wrote that this was a \"wedding song\" for Sara Lownds, whom Dylan had married just three months earlier. In his paean to his wife, \"Sara\", written in 1975, Dylan amends history slightly to claim that he stayed \"up for days in the Chelsea Hotel/ Writin' 'Sad-Eyed Lady of the Lowlands' for you\".When Dylan played Shelton the song, shortly after recording it, he claimed, \"This is the best song I've ever written.\" Around the same time, Dylan enthused to journalist Jules Siegel, \"Just listen to that! That's old-time religious carnival music!\" However, in 1969, Dylan confessed to Rolling Stone's editor, Jann Wenner, \"I just sat down at a table and started writing ... And I just got carried away with the whole thing ... I just started writing and I couldn't stop. After a period of time, I forgot what it was all about, and I started trying to get back to the beginning [laughs].\"Heard by some listeners as a hymn to an other-worldly woman, for Shelton \"her travails seem beyond endurance, yet she radiates an inner strength, an ability to be reborn. This is Dylan at his most romantic.\" Wilentz comments that Dylan's writing had shifted from the days when he asked questions and supplied answers. Like the verses of William Blake's \"Tyger\", Dylan asks a series of questions about the \"Sad Eyed Lady\" but never supplies any answers.\n", "labels": "What was the full name of the person Dylan played Sad-Eyed Lady of the Lowlands for shortly after recording it?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0f60d51864b54f808326a901cd9e37b0"}, {"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 was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph K\u00fcndinger, a well-known piano teacher from Nuremberg, and questioned K\u00fcndinger about a musical career for his son. K\u00fcndinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post \"until I am quite certain that I am destined to be a musician rather than a civil servant.\" From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.\n", "labels": "What is the first name of the person who questioned K\u00fcndinger about a music career for his son?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-80255839867645a8bb4412f1dd90a16d"}, {"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 was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph K\u00fcndinger, a well-known piano teacher from Nuremberg, and questioned K\u00fcndinger about a musical career for his son. K\u00fcndinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post \"until I am quite certain that I am destined to be a musician rather than a civil servant.\" From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.\n", "labels": "What is the last name of the person Ilya questioned K\u00fcndinger about a music career for?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-80255839867645a8bb4412f1dd90a16d"}, {"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 was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph K\u00fcndinger, a well-known piano teacher from Nuremberg, and questioned K\u00fcndinger about a musical career for his son. K\u00fcndinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post \"until I am quite certain that I am destined to be a musician rather than a civil servant.\" From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.\n", "labels": "What is the first name of the person who said nothing suggested Tchaikovsky was a potential composer or even a fine performer?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-80255839867645a8bb4412f1dd90a16d"}, {"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 was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph K\u00fcndinger, a well-known piano teacher from Nuremberg, and questioned K\u00fcndinger about a musical career for his son. K\u00fcndinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post \"until I am quite certain that I am destined to be a musician rather than a civil servant.\" From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.\n", "labels": "What is the first name of the person Tchaikovsky studied harmony, counterpoint and fugue with?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-80255839867645a8bb4412f1dd90a16d"}, {"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 was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph K\u00fcndinger, a well-known piano teacher from Nuremberg, and questioned K\u00fcndinger about a musical career for his son. K\u00fcndinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post \"until I am quite certain that I am destined to be a musician rather than a civil servant.\" From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.\n", "labels": "What rank did the man who followed a teacher to Saint Petersburg Conservatory graduate with in 1859?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-80255839867645a8bb4412f1dd90a16d"}, {"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 was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph K\u00fcndinger, a well-known piano teacher from Nuremberg, and questioned K\u00fcndinger about a musical career for his son. K\u00fcndinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post \"until I am quite certain that I am destined to be a musician rather than a civil servant.\" From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.\n", "labels": "In what year did the titular counselor abandon his civil servant career?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-80255839867645a8bb4412f1dd90a16d"}, {"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 was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph K\u00fcndinger, a well-known piano teacher from Nuremberg, and questioned K\u00fcndinger about a musical career for his son. K\u00fcndinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post \"until I am quite certain that I am destined to be a musician rather than a civil servant.\" From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.\n", "labels": "When did the man who was appointed to the Ministry of Justice graduate from his music studies?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-80255839867645a8bb4412f1dd90a16d"}, {"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 was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph K\u00fcndinger, a well-known piano teacher from Nuremberg, and questioned K\u00fcndinger about a musical career for his son. K\u00fcndinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post \"until I am quite certain that I am destined to be a musician rather than a civil servant.\" From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.\n", "labels": "What is the last name of the person who taught harmony to the man who abandoned his civil servant career in 1863?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-80255839867645a8bb4412f1dd90a16d"}, {"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 was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph K\u00fcndinger, a well-known piano teacher from Nuremberg, and questioned K\u00fcndinger about a musical career for his son. K\u00fcndinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post \"until I am quite certain that I am destined to be a musician rather than a civil servant.\" From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.\n", "labels": "What is the last name of the man who did not think the person who worked at the Ministry of Justice could become a composer?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-80255839867645a8bb4412f1dd90a16d"}, {"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 was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph K\u00fcndinger, a well-known piano teacher from Nuremberg, and questioned K\u00fcndinger about a musical career for his son. K\u00fcndinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post \"until I am quite certain that I am destined to be a musician rather than a civil servant.\" From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.\n", "labels": "What rank did the man who abandoned his civil servant career in 1863 graduate with in 1859?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-80255839867645a8bb4412f1dd90a16d"}, {"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 was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph K\u00fcndinger, a well-known piano teacher from Nuremberg, and questioned K\u00fcndinger about a musical career for his son. K\u00fcndinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post \"until I am quite certain that I am destined to be a musician rather than a civil servant.\" From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.\n", "labels": "What school did the man who went to Imperial School of Jurisprudence follow his music teacher to in 1861?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-80255839867645a8bb4412f1dd90a16d"}, {"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 was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph K\u00fcndinger, a well-known piano teacher from Nuremberg, and questioned K\u00fcndinger about a musical career for his son. K\u00fcndinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post \"until I am quite certain that I am destined to be a musician rather than a civil servant.\" From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.\n", "labels": "From 1862 to 1865 what is the last name of the man who taught the Ministry of Justice assistant instrumentation and composition?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-80255839867645a8bb4412f1dd90a16d"}, {"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 was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph K\u00fcndinger, a well-known piano teacher from Nuremberg, and questioned K\u00fcndinger about a musical career for his son. K\u00fcndinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post \"until I am quite certain that I am destined to be a musician rather than a civil servant.\" From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.\n", "labels": "What year did the man who became a senior assistant at the Ministry of Justice abandon his civil service career?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-80255839867645a8bb4412f1dd90a16d"}, {"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 poacher hides from an unknown creature in his boat. While it breaks through the boat and attempts to catch the poacher, he commits suicide by shooting himself dead to prevent the beast from killing him.\nMeanwhile while shooting a documentary about a long-lost indigenous tribe, the Shirishamas, on the Amazon River, director Terri Flores and members of her crew including cameraman Danny Rich, production manager Denise Kalberg, her boyfriend, sound engineer Gary Dixon, visionary Warren Westridge, anthropologist Professor Steven Cale, and boat skipper Mateo come across stranded Paraguayan snake hunter Paul Serone and help him, believing he knows how to find the tribe they are searching for.\nMost of the crew are uncomfortable around Serone, and Cale clashes with him several times in regards to Shirishama lore. Later, while trying to free the boat's propeller from a rope, Cale is stung in the throat by a wasp inside his scuba regulator, which swells his throat shut and leaves him unconscious. Serone performs an emergency cricothyrotomy, seemingly saving Cale's life. With that, Serone takes command and captain of the boat and the crew. They are then forced to help him achieve his true task: hunting down and capturing a giant record-breaking female green anaconda he had been tracking the whole time.\nLater, Mateo gets lost and is the first to be killed by the anaconda, which coils around him before it snaps his neck near the boat where the poacher had been killed. A photograph in an old newspaper reveals that Mateo, Serone, and the unnamed poacher were actually working together to catch animals, including snakes. The others try to find him while Gary sides with Serone, who promises if they help him find the anaconda, he will help them get out alive.\n", "labels": "Gary Dixon is a member of whose crew?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-56b750cc261848e299332e3816549a44"}, {"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 poacher hides from an unknown creature in his boat. While it breaks through the boat and attempts to catch the poacher, he commits suicide by shooting himself dead to prevent the beast from killing him.\nMeanwhile while shooting a documentary about a long-lost indigenous tribe, the Shirishamas, on the Amazon River, director Terri Flores and members of her crew including cameraman Danny Rich, production manager Denise Kalberg, her boyfriend, sound engineer Gary Dixon, visionary Warren Westridge, anthropologist Professor Steven Cale, and boat skipper Mateo come across stranded Paraguayan snake hunter Paul Serone and help him, believing he knows how to find the tribe they are searching for.\nMost of the crew are uncomfortable around Serone, and Cale clashes with him several times in regards to Shirishama lore. Later, while trying to free the boat's propeller from a rope, Cale is stung in the throat by a wasp inside his scuba regulator, which swells his throat shut and leaves him unconscious. Serone performs an emergency cricothyrotomy, seemingly saving Cale's life. With that, Serone takes command and captain of the boat and the crew. They are then forced to help him achieve his true task: hunting down and capturing a giant record-breaking female green anaconda he had been tracking the whole time.\nLater, Mateo gets lost and is the first to be killed by the anaconda, which coils around him before it snaps his neck near the boat where the poacher had been killed. A photograph in an old newspaper reveals that Mateo, Serone, and the unnamed poacher were actually working together to catch animals, including snakes. The others try to find him while Gary sides with Serone, who promises if they help him find the anaconda, he will help them get out alive.\n", "labels": "What's the last name of the man who saves the anthropologist?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-56b750cc261848e299332e3816549a44"}, {"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 Tower of London has become established as one of the most popular tourist attractions in the country. It has been a tourist attraction since at least the Elizabethan period, when it was one of the sights of London that foreign visitors wrote about. Its most popular attractions were the Royal Menagerie and displays of armour. The Crown Jewels also garner much interest, and have been on public display since 1669. The Tower steadily gained popularity with tourists through the 19th century, despite the opposition of the Duke of Wellington to visitors. Numbers became so high that by 1851 a purpose-built ticket office was erected. By the end of the century, over 500,000 were visiting the castle every year.Over the 18th and 19th centuries, the palatial buildings were slowly adapted for other uses and demolished. Only the Wakefield and St Thomas's Towers survived. The 18th century marked an increasing interest in England's medieval past. One of the effects was the emergence of Gothic Revival architecture. In the Tower's architecture, this was manifest when the New Horse Armoury was built in 1825 against the south face of the White Tower. It featured elements of Gothic Revival architecture such as battlements. Other buildings were remodelled to match the style and the Waterloo Barracks were described as \"castellated Gothic of the 15th century\". Between 1845 and 1885 institutions such as the Mint which had inhabited the castle for centuries moved to other sites; many of the post-medieval structures left vacant were demolished. In 1855, the War Office took over responsibility for manufacture and storage of weapons from the Ordnance Office, which was gradually phased out of the castle. At the same time, there was greater interest in the history of the Tower of London.Public interest was partly fuelled by contemporary writers, of whom the work of William Harrison Ainsworth was particularly influential. In The Tower of London: A Historical Romance he created a vivid image of underground torture chambers and devices for extracting confessions that stuck in the public imagination. Ainsworth also played another role in the Tower's history, as he suggested that Beauchamp Tower should be opened to the public so they could see the inscriptions of 16th- and 17th-century prisoners. Working on the suggestion, Anthony Salvin refurbished the tower and led a further programme for a comprehensive restoration at the behest of Prince Albert. Salvin was succeeded in the work by John Taylor. When a feature did not meet his expectations of medieval architecture Taylor would ruthlessly remove it; as a result, several important buildings within the castle were pulled down and in some cases post-medieval internal decoration removed.\n", "labels": "What is the full name of the person who suggested that Beauchamp Tower should be opened to the public?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-13aef583c49141af8fe89a24ffdf85b6"}, {"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 Tower of London has become established as one of the most popular tourist attractions in the country. It has been a tourist attraction since at least the Elizabethan period, when it was one of the sights of London that foreign visitors wrote about. Its most popular attractions were the Royal Menagerie and displays of armour. The Crown Jewels also garner much interest, and have been on public display since 1669. The Tower steadily gained popularity with tourists through the 19th century, despite the opposition of the Duke of Wellington to visitors. Numbers became so high that by 1851 a purpose-built ticket office was erected. By the end of the century, over 500,000 were visiting the castle every year.Over the 18th and 19th centuries, the palatial buildings were slowly adapted for other uses and demolished. Only the Wakefield and St Thomas's Towers survived. The 18th century marked an increasing interest in England's medieval past. One of the effects was the emergence of Gothic Revival architecture. In the Tower's architecture, this was manifest when the New Horse Armoury was built in 1825 against the south face of the White Tower. It featured elements of Gothic Revival architecture such as battlements. Other buildings were remodelled to match the style and the Waterloo Barracks were described as \"castellated Gothic of the 15th century\". Between 1845 and 1885 institutions such as the Mint which had inhabited the castle for centuries moved to other sites; many of the post-medieval structures left vacant were demolished. In 1855, the War Office took over responsibility for manufacture and storage of weapons from the Ordnance Office, which was gradually phased out of the castle. At the same time, there was greater interest in the history of the Tower of London.Public interest was partly fuelled by contemporary writers, of whom the work of William Harrison Ainsworth was particularly influential. In The Tower of London: A Historical Romance he created a vivid image of underground torture chambers and devices for extracting confessions that stuck in the public imagination. Ainsworth also played another role in the Tower's history, as he suggested that Beauchamp Tower should be opened to the public so they could see the inscriptions of 16th- and 17th-century prisoners. Working on the suggestion, Anthony Salvin refurbished the tower and led a further programme for a comprehensive restoration at the behest of Prince Albert. Salvin was succeeded in the work by John Taylor. When a feature did not meet his expectations of medieval architecture Taylor would ruthlessly remove it; as a result, several important buildings within the castle were pulled down and in some cases post-medieval internal decoration removed.\n", "labels": "What is the name of the structures which were slowly adapted for other uses and demolished?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-13aef583c49141af8fe89a24ffdf85b6"}, {"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 Tower of London has become established as one of the most popular tourist attractions in the country. It has been a tourist attraction since at least the Elizabethan period, when it was one of the sights of London that foreign visitors wrote about. Its most popular attractions were the Royal Menagerie and displays of armour. The Crown Jewels also garner much interest, and have been on public display since 1669. The Tower steadily gained popularity with tourists through the 19th century, despite the opposition of the Duke of Wellington to visitors. Numbers became so high that by 1851 a purpose-built ticket office was erected. By the end of the century, over 500,000 were visiting the castle every year.Over the 18th and 19th centuries, the palatial buildings were slowly adapted for other uses and demolished. Only the Wakefield and St Thomas's Towers survived. The 18th century marked an increasing interest in England's medieval past. One of the effects was the emergence of Gothic Revival architecture. In the Tower's architecture, this was manifest when the New Horse Armoury was built in 1825 against the south face of the White Tower. It featured elements of Gothic Revival architecture such as battlements. Other buildings were remodelled to match the style and the Waterloo Barracks were described as \"castellated Gothic of the 15th century\". Between 1845 and 1885 institutions such as the Mint which had inhabited the castle for centuries moved to other sites; many of the post-medieval structures left vacant were demolished. In 1855, the War Office took over responsibility for manufacture and storage of weapons from the Ordnance Office, which was gradually phased out of the castle. At the same time, there was greater interest in the history of the Tower of London.Public interest was partly fuelled by contemporary writers, of whom the work of William Harrison Ainsworth was particularly influential. In The Tower of London: A Historical Romance he created a vivid image of underground torture chambers and devices for extracting confessions that stuck in the public imagination. Ainsworth also played another role in the Tower's history, as he suggested that Beauchamp Tower should be opened to the public so they could see the inscriptions of 16th- and 17th-century prisoners. Working on the suggestion, Anthony Salvin refurbished the tower and led a further programme for a comprehensive restoration at the behest of Prince Albert. Salvin was succeeded in the work by John Taylor. When a feature did not meet his expectations of medieval architecture Taylor would ruthlessly remove it; as a result, several important buildings within the castle were pulled down and in some cases post-medieval internal decoration removed.\n", "labels": "What is the full name of the person who was succeeded in the work by John Taylor?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-13aef583c49141af8fe89a24ffdf85b6"}, {"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: Jon lives in a small coastal town in England but aspires to be a songwriter. While walking along the beach, Jon witnesses a man trying to drown himself. The man is revived but taken to the hospital. Jon talks to Don, who explains the man was a keyboardist in an experimental band called the Soronprfbs, managed by him. Jon mentions that he plays keyboards and is invited to play with him in town that night. Jon goes along and meets the rest of the band, all of whom are reluctant about Jon, except for Frank, the band's leader who constantly wears a papier-m\u00e2ch\u00e9 mask over his head. The concert goes well until Clara breaks her theremin and storms offstage.\nFrank invites Jon to become a full-time member of the band. He accompanies them to Ireland, where they plan to record their debut album in a remote cabin until they get it done, which ends up being for the next year. Don becomes depressed and explains to Jon that he wants to be a songwriter, but is terrible. He plays a song for Jon, who compliments it. The next morning after completing work on their album, Jon finds what appears to be Frank's corpse hanging from a tree. He calls the rest of the band down and they remove the mask, only to find it was Don wearing one of Frank's masks. Don is cremated and it is revealed that Don was the original keyboard player. Jon reveals he has been posting the band's recording sessions on YouTube and Twitter. The Soronprfbs have gained a small fan following and have been invited to South by Southwest.  Clara displays contempt to Jon and they end up having sex in the hot tub, but she threatens to stab him if the trip to America screws up.\n", "labels": "In what country is Jon when he finds Don's body?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4a65dce2c3ce4a8f8528fcbf89bce90a"}, {"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: Puss in Boots is a talking cat named for his signature pair of boots. Puss is a fugitive on the run from the law, looking to restore his lost honor. He learns that the outlaw couple Jack and Jill have the magic beans he has been looking for most of his life, which can lead him to a giant's castle holding valuable golden goose eggs. When Puss tries to steal them from the outlaws' room, a female cat named Kitty Softpaws interrupts, and both fail. Kitty is allied with Humpty Alexander Dumpty, a talking egg and Puss' long-estranged childhood friend from the orphanage where he was raised. Puss tells Kitty his origin story and of his feelings of betrayal for a youthful misadventure when Humpty tricked Puss into helping commit a bank robbery in his hometown of San Ricardo; Puss has been on the run ever since. Humpty eventually convinces Puss to join them in finding the beans and retrieving the golden eggs.\nThe trio steal the beans from Jack and Jill and plant them in the desert. Puss and Kitty's relationship becomes romantic. The trio ride the beanstalk into the clouds to find the castle of the late giant, while avoiding the Great Terror, a giant goose that guards the Golden Goose. When they realize the golden eggs are too heavy to carry, they steal the Goose, which is just a gosling, and escape the castle. While celebrating their victory, the group is ambushed by Jack and Jill, who knock Puss unconscious.\nWhen Puss wakes up, he tracks Jack and Jill to San Ricardo where he learns the entire heist was a plot by Humpty to lure him home to be arrested, as revenge for abandoning him to the authorities when Humpty's youthful heist went bad. Jack, Jill, and Kitty were involved in the con. After pleas from Imelda, his adoptive mother, Puss turns himself in to the guards while Humpty donates many golden eggs to the town and becomes a hero.\n", "labels": "Who did Puss in Boots grow up in an orphanage with?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0f3bd781f1a6427c9f4e025b0484f7d6"}, {"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: Puss in Boots is a talking cat named for his signature pair of boots. Puss is a fugitive on the run from the law, looking to restore his lost honor. He learns that the outlaw couple Jack and Jill have the magic beans he has been looking for most of his life, which can lead him to a giant's castle holding valuable golden goose eggs. When Puss tries to steal them from the outlaws' room, a female cat named Kitty Softpaws interrupts, and both fail. Kitty is allied with Humpty Alexander Dumpty, a talking egg and Puss' long-estranged childhood friend from the orphanage where he was raised. Puss tells Kitty his origin story and of his feelings of betrayal for a youthful misadventure when Humpty tricked Puss into helping commit a bank robbery in his hometown of San Ricardo; Puss has been on the run ever since. Humpty eventually convinces Puss to join them in finding the beans and retrieving the golden eggs.\nThe trio steal the beans from Jack and Jill and plant them in the desert. Puss and Kitty's relationship becomes romantic. The trio ride the beanstalk into the clouds to find the castle of the late giant, while avoiding the Great Terror, a giant goose that guards the Golden Goose. When they realize the golden eggs are too heavy to carry, they steal the Goose, which is just a gosling, and escape the castle. While celebrating their victory, the group is ambushed by Jack and Jill, who knock Puss unconscious.\nWhen Puss wakes up, he tracks Jack and Jill to San Ricardo where he learns the entire heist was a plot by Humpty to lure him home to be arrested, as revenge for abandoning him to the authorities when Humpty's youthful heist went bad. Jack, Jill, and Kitty were involved in the con. After pleas from Imelda, his adoptive mother, Puss turns himself in to the guards while Humpty donates many golden eggs to the town and becomes a hero.\n", "labels": "What is the name of the character that guards the Golden Goose?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0f3bd781f1a6427c9f4e025b0484f7d6"}, {"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: Puss in Boots is a talking cat named for his signature pair of boots. Puss is a fugitive on the run from the law, looking to restore his lost honor. He learns that the outlaw couple Jack and Jill have the magic beans he has been looking for most of his life, which can lead him to a giant's castle holding valuable golden goose eggs. When Puss tries to steal them from the outlaws' room, a female cat named Kitty Softpaws interrupts, and both fail. Kitty is allied with Humpty Alexander Dumpty, a talking egg and Puss' long-estranged childhood friend from the orphanage where he was raised. Puss tells Kitty his origin story and of his feelings of betrayal for a youthful misadventure when Humpty tricked Puss into helping commit a bank robbery in his hometown of San Ricardo; Puss has been on the run ever since. Humpty eventually convinces Puss to join them in finding the beans and retrieving the golden eggs.\nThe trio steal the beans from Jack and Jill and plant them in the desert. Puss and Kitty's relationship becomes romantic. The trio ride the beanstalk into the clouds to find the castle of the late giant, while avoiding the Great Terror, a giant goose that guards the Golden Goose. When they realize the golden eggs are too heavy to carry, they steal the Goose, which is just a gosling, and escape the castle. While celebrating their victory, the group is ambushed by Jack and Jill, who knock Puss unconscious.\nWhen Puss wakes up, he tracks Jack and Jill to San Ricardo where he learns the entire heist was a plot by Humpty to lure him home to be arrested, as revenge for abandoning him to the authorities when Humpty's youthful heist went bad. Jack, Jill, and Kitty were involved in the con. After pleas from Imelda, his adoptive mother, Puss turns himself in to the guards while Humpty donates many golden eggs to the town and becomes a hero.\n", "labels": "Which character was stolen from the castle?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0f3bd781f1a6427c9f4e025b0484f7d6"}, {"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: Puss in Boots is a talking cat named for his signature pair of boots. Puss is a fugitive on the run from the law, looking to restore his lost honor. He learns that the outlaw couple Jack and Jill have the magic beans he has been looking for most of his life, which can lead him to a giant's castle holding valuable golden goose eggs. When Puss tries to steal them from the outlaws' room, a female cat named Kitty Softpaws interrupts, and both fail. Kitty is allied with Humpty Alexander Dumpty, a talking egg and Puss' long-estranged childhood friend from the orphanage where he was raised. Puss tells Kitty his origin story and of his feelings of betrayal for a youthful misadventure when Humpty tricked Puss into helping commit a bank robbery in his hometown of San Ricardo; Puss has been on the run ever since. Humpty eventually convinces Puss to join them in finding the beans and retrieving the golden eggs.\nThe trio steal the beans from Jack and Jill and plant them in the desert. Puss and Kitty's relationship becomes romantic. The trio ride the beanstalk into the clouds to find the castle of the late giant, while avoiding the Great Terror, a giant goose that guards the Golden Goose. When they realize the golden eggs are too heavy to carry, they steal the Goose, which is just a gosling, and escape the castle. While celebrating their victory, the group is ambushed by Jack and Jill, who knock Puss unconscious.\nWhen Puss wakes up, he tracks Jack and Jill to San Ricardo where he learns the entire heist was a plot by Humpty to lure him home to be arrested, as revenge for abandoning him to the authorities when Humpty's youthful heist went bad. Jack, Jill, and Kitty were involved in the con. After pleas from Imelda, his adoptive mother, Puss turns himself in to the guards while Humpty donates many golden eggs to the town and becomes a hero.\n", "labels": "Where do many of the goose eggs get donated to?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0f3bd781f1a6427c9f4e025b0484f7d6"}, {"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: Mountains dominate central and western Rwanda. They are part of the Albertine Rift Mountains that flank the Albertine branch of the East African Rift, which runs from north to south along Rwanda's western border. The highest peaks are found in the Virunga volcano chain in the northwest; this includes Mount Karisimbi, Rwanda's highest point, at 4,507 metres (14,787 ft). This western section of the country lies within the Albertine Rift montane forests ecoregion. It has an elevation of 1,500 to 2,500 metres (4,921 to 8,202 ft). The centre of the country is predominantly rolling hills, while the eastern border region consists of savanna, plains and swamps.Rwanda has a temperate tropical highland climate, with lower temperatures than are typical for equatorial countries because of its high elevation. Kigali, in the centre of the country, has a typical daily temperature range between 12 and 27 \u00b0C (54 and 81 \u00b0F), with little variation through the year. There are some temperature variations across the country; the mountainous west and north are generally cooler than the lower-lying east. There are two rainy seasons in the year; the first runs from February to June and the second from September to December. These are separated by two dry seasons: the major one from June to September, during which there is often no rain at all, and a shorter and less severe one from December to February. Rainfall varies geographically, with the west and northwest of the country receiving more precipitation annually than the east and southeast. Global warming has caused a change in the pattern of the rainy seasons. According to a report by the Strategic Foresight Group, change in climate has reduced the number of rainy days experienced during a year, but has also caused an increase in frequency of torrential rains. Both changes have caused difficulty for farmers, decreasing their productivity. Strategic Foresight also characterise Rwanda as a fast warming country, with an increase in average temperature of between 0.7 \u00b0C to 0.9 \u00b0C over fifty years.\n", "labels": "What is the name of the country in which the center is predominantly rolling hills while the eastern border region consists of savanna, plains and swamps?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4898fc2231bc4de388a838a6f8435b0d"}, {"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: Mountains dominate central and western Rwanda. They are part of the Albertine Rift Mountains that flank the Albertine branch of the East African Rift, which runs from north to south along Rwanda's western border. The highest peaks are found in the Virunga volcano chain in the northwest; this includes Mount Karisimbi, Rwanda's highest point, at 4,507 metres (14,787 ft). This western section of the country lies within the Albertine Rift montane forests ecoregion. It has an elevation of 1,500 to 2,500 metres (4,921 to 8,202 ft). The centre of the country is predominantly rolling hills, while the eastern border region consists of savanna, plains and swamps.Rwanda has a temperate tropical highland climate, with lower temperatures than are typical for equatorial countries because of its high elevation. Kigali, in the centre of the country, has a typical daily temperature range between 12 and 27 \u00b0C (54 and 81 \u00b0F), with little variation through the year. There are some temperature variations across the country; the mountainous west and north are generally cooler than the lower-lying east. There are two rainy seasons in the year; the first runs from February to June and the second from September to December. These are separated by two dry seasons: the major one from June to September, during which there is often no rain at all, and a shorter and less severe one from December to February. Rainfall varies geographically, with the west and northwest of the country receiving more precipitation annually than the east and southeast. Global warming has caused a change in the pattern of the rainy seasons. According to a report by the Strategic Foresight Group, change in climate has reduced the number of rainy days experienced during a year, but has also caused an increase in frequency of torrential rains. Both changes have caused difficulty for farmers, decreasing their productivity. Strategic Foresight also characterise Rwanda as a fast warming country, with an increase in average temperature of between 0.7 \u00b0C to 0.9 \u00b0C over fifty years.\n", "labels": "What is the name of the country in which there are some temperature variations that include the mountainous west and north being generally cooler than the lower-lying east?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4898fc2231bc4de388a838a6f8435b0d"}, {"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 identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that \"it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.\".\n", "labels": "What is the last name of the person who married the Italian merchant Michel Burlamacchi?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c0a39935a808434c98f12095d865694c"}, {"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 identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that \"it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.\".\n", "labels": "What is the last name of the person who said \"it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels?\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c0a39935a808434c98f12095d865694c"}, {"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 identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that \"it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.\".\n", "labels": "What was the first name of the person that historical research has been unable to verify his presence in Bruges around 1437?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c0a39935a808434c98f12095d865694c"}, {"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 identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that \"it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.\".\n", "labels": "What was the last name of the family whose trading house in Paris was named after St. Catherine?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c0a39935a808434c98f12095d865694c"}, {"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 identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that \"it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.\".\n", "labels": "What was the last name of the person who was a tax collector?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c0a39935a808434c98f12095d865694c"}, {"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 identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that \"it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.\".\n", "labels": "What was the last name of the person who married Michele Burlamacchi?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c0a39935a808434c98f12095d865694c"}, {"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 identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that \"it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.\".\n", "labels": "What was the first name of the person Catherine could have given the piece to ask as gift by way of protection on his travels?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c0a39935a808434c98f12095d865694c"}, {"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 identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that \"it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.\".\n", "labels": "What is the last name of the people whose daughter, also named Catherine, married the Italian merchant Michel Burlamacchi?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c0a39935a808434c98f12095d865694c"}, {"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 was an American rock supergroup formed in Los Angeles in 2001. The four-piece band consisted of Soundgarden lead singer/rhythm guitarist Chris Cornell and Rage Against the Machine members Tom Morello (lead guitar), Tim Commerford (bass/backing vocals), and Brad Wilk (drums). Critics first described Audioslave as a combination of Soundgarden and Rage Against the Machine, but by the band's second album, Out of Exile, it was noted that they had established a separate identity. Audioslave's sound was created by blending 1970s hard rock with 1990s alternative rock. Moreover, Morello incorporated his well-known, unconventional guitar solos into the mix. As with Rage Against the Machine, the band prided themselves on the fact that all sounds on their albums were produced using only guitar, bass, drums, and vocals.\nIn its six years of existence, Audioslave released three albums, received three Grammy nominations, sold more than eight million records worldwide and became the first American rock band to perform an open-air concert in Cuba. Audioslave disbanded in February 2007 when Cornell issued a statement announcing that he was permanently leaving the band \"due to irresolvable personality conflicts as well as musical differences.\" The 2007 Rage Against the Machine reunion and tour involving the rest of the band, as well as solo albums released that same year by Morello and Cornell, cemented the supergroup's permanent demise. On January 20, 2017, three days after announcing their reunion, Audioslave performed together for the first time in over a decade at Prophets of Rage's Anti-Inaugural Ball. In the early hours of May 18, 2017, Chris Cornell was found dead in his hotel room in Detroit, at the age of 52, after playing a Soundgarden show.\n", "labels": "What was the last name of the person who played lead guitar for Audioslave?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-9bda957833794b598a4fe9c6935d983a"}, {"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 legislature voted in 1810 to relocate the capital again, and moved the seat of government to Harrisburg in October 1812 onto the land originally given by Harris a decade earlier. An additional 10 acres (4 ha) was also purchased from United States Senator William Maclay. The legislature met in the old Dauphin County courthouse for the next decade until a new capitol was constructed. A competition was held to determine the design of the capitol starting in 1816, which \"was the first formal contest for [designing] an American statehouse\". The designs submitted, including one from William Strickland, were rejected as being too expensive. Another contest was started in January 1819. Of the seventeen designs submitted, two were selected as semifinalists. One was from Harrisburg architect Stephen Hills and the other was from the designer of the Washington Monument, Robert Mills; Hills' design was selected. Hills had designed a \"red-brick, Federal-style\" capitol to \"architecturally represent the function of democratic government.\" Construction began on the Hills Capitol in 1819 and it was completed in 1822.  The capitol's construction and subsequent furnishing was estimated to have cost $244,500. The Hills Capitol was visited by famous people, including the Marquis de Lafayette in 1825 and Albert Edward, Prince of Wales, (later King Edward VII) in 1860. Abraham Lincoln visited the capitol in 1861 as president-elect, and then his body lay in state there after his 1865 assassination. Pennsylvania's collection of Civil War battle flags, which were accumulated in 1866, was moved from the State Arsenal to the second floor of the capitol in 1872. The flags were moved, again, in 1895 to the Executive, Library and Museum Building. On February 2, 1897, around noon, smoke was discovered coming from the Lieutenant Governor's offices. By early evening, the Hills Capitol had been reduced to a \"smoldering mass of debris\".\n", "labels": "What is the full name of the man who's body laid in state at the capitol that was completed in 1822?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0cffd606302a4c2fa910725c7192aba6"}, {"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 legislature voted in 1810 to relocate the capital again, and moved the seat of government to Harrisburg in October 1812 onto the land originally given by Harris a decade earlier. An additional 10 acres (4 ha) was also purchased from United States Senator William Maclay. The legislature met in the old Dauphin County courthouse for the next decade until a new capitol was constructed. A competition was held to determine the design of the capitol starting in 1816, which \"was the first formal contest for [designing] an American statehouse\". The designs submitted, including one from William Strickland, were rejected as being too expensive. Another contest was started in January 1819. Of the seventeen designs submitted, two were selected as semifinalists. One was from Harrisburg architect Stephen Hills and the other was from the designer of the Washington Monument, Robert Mills; Hills' design was selected. Hills had designed a \"red-brick, Federal-style\" capitol to \"architecturally represent the function of democratic government.\" Construction began on the Hills Capitol in 1819 and it was completed in 1822.  The capitol's construction and subsequent furnishing was estimated to have cost $244,500. The Hills Capitol was visited by famous people, including the Marquis de Lafayette in 1825 and Albert Edward, Prince of Wales, (later King Edward VII) in 1860. Abraham Lincoln visited the capitol in 1861 as president-elect, and then his body lay in state there after his 1865 assassination. Pennsylvania's collection of Civil War battle flags, which were accumulated in 1866, was moved from the State Arsenal to the second floor of the capitol in 1872. The flags were moved, again, in 1895 to the Executive, Library and Museum Building. On February 2, 1897, around noon, smoke was discovered coming from the Lieutenant Governor's offices. By early evening, the Hills Capitol had been reduced to a \"smoldering mass of debris\".\n", "labels": "What is the last name of the person who won the second contest for the capitol design?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0cffd606302a4c2fa910725c7192aba6"}, {"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: Novelist Geoff and his wife Sally rent an isolated countryside bungalow to enable Geoff to finish his latest book without the distractions of life in London. On their arrival, they are horrified to find a dead man in the property; before they can report the discovery they are confronted by Duke, a gangland boss, and his henchmen who have, it transpires, been using the empty property as a hide-out for stolen valuables which they are planning to smuggle out of the country. A rival gangster, Juan, also has his eye on the goods and has discovered their whereabouts. The dead man is one of his minions.\nGeoff and Sally are held captive, and matters take a turn for the worse when Juan and his men also arrive on the scene, forcing a stand-off between the two factions during which Geoff and Sally are roughly-treated by both sides. Duke starts to fall for Sally, and his obvious interest in her antagonises his girlfriend Rina. Eventually there is a bloody shoot-out between the rival gangs, with Duke's men getting the better of the exchange. Duke boards a plane to make good his escape with the valuables, but the plane is shot down by the jealous and vengeful Rina.\n", "labels": "Who worked for Juan?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6d43f1a3228a4a4d9c9a9b0def6f24c8"}, {"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: As the opening credits roll, a band called Flux, apparently with no singer, starts to play at a nightclub. Among the audience is a girl named Courtney Lane. Interspersed with the scenes of the band playing, singer Nikko Alexander calmly walks into the club through the back, barely making his cue for \"Don't Tell Me\". At the end of the song, he kicks over one of the amps, destroying it for effect. After the performance, the other members of Flux, upset by his carelessness, kick him out of the band; Nikko's girlfriend Amy, who is also in the band, dumps him. After the band members leave, Courtney frantically attempts to recruit Nikko into a show choir named \"Spectacular!,\" of which she is leader. Though Nikko is skeptical and condescendingly rejects her offer, Courtney begs him to come to a carnival to see the choir perform and then make his decision.\n", "labels": "What is the last name of Amy's ex-boyfriend?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5bdc6da44b934a219b2250dff24cd0c8"}, {"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: As the opening credits roll, a band called Flux, apparently with no singer, starts to play at a nightclub. Among the audience is a girl named Courtney Lane. Interspersed with the scenes of the band playing, singer Nikko Alexander calmly walks into the club through the back, barely making his cue for \"Don't Tell Me\". At the end of the song, he kicks over one of the amps, destroying it for effect. After the performance, the other members of Flux, upset by his carelessness, kick him out of the band; Nikko's girlfriend Amy, who is also in the band, dumps him. After the band members leave, Courtney frantically attempts to recruit Nikko into a show choir named \"Spectacular!,\" of which she is leader. Though Nikko is skeptical and condescendingly rejects her offer, Courtney begs him to come to a carnival to see the choir perform and then make his decision.\n", "labels": "What is the last name of the person who is the leader of \"Spectacular!\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5bdc6da44b934a219b2250dff24cd0c8"}, {"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: As the opening credits roll, a band called Flux, apparently with no singer, starts to play at a nightclub. Among the audience is a girl named Courtney Lane. Interspersed with the scenes of the band playing, singer Nikko Alexander calmly walks into the club through the back, barely making his cue for \"Don't Tell Me\". At the end of the song, he kicks over one of the amps, destroying it for effect. After the performance, the other members of Flux, upset by his carelessness, kick him out of the band; Nikko's girlfriend Amy, who is also in the band, dumps him. After the band members leave, Courtney frantically attempts to recruit Nikko into a show choir named \"Spectacular!,\" of which she is leader. Though Nikko is skeptical and condescendingly rejects her offer, Courtney begs him to come to a carnival to see the choir perform and then make his decision.\n", "labels": "What is the last name of the person Courtney is trying to recruit into Spectacular!?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5bdc6da44b934a219b2250dff24cd0c8"}, {"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: Celia Crowson and her family go on holiday to the south coast of England in the summer of 1939. Soon afterwards the Second World War breaks out and Celia's father joins what was to become the Home Guard and her more confident sister Phyllis joins the Auxiliary Territorial Service. \nFearing her father's disapproval if she moves away from home, Celia hesitates about joining up but eventually her call-up papers arrive. Hoping to join the WAAF or one of the other services, Celia instead gets posted to a factory making aircraft components, where she meets her co-workers, including her Welsh room-mate Gwen Price and the vain upper middle class Jennifer Knowles. Knowles dislikes the work they have to do at the factory, causing friction with their supervisor Charlie Forbes which eventually blossoms into a verbally combative romance.\nA nearby RAF bomber station sends some of its men to a staff dance at the factory, during which Celia meets and falls in love with an equally shy young Scottish flight sergeant Fred Blake. Their relationship encounters a crisis when Fred refuses to tell Celia when he is sent out on his first mission, but soon afterwards they meet and make up, with Fred asking Celia to marry him. After the wedding they spend their honeymoon at the same south coast resort as the Crowsons went to in 1939, finding it much changed with minefields and barbed wire defending against the expected German invasion.\n", "labels": "What are the first names of the couple who meet and make up?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-fdf97511ff2a475dbd1fada0c2cfdbf6"}, {"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: Celia Crowson and her family go on holiday to the south coast of England in the summer of 1939. Soon afterwards the Second World War breaks out and Celia's father joins what was to become the Home Guard and her more confident sister Phyllis joins the Auxiliary Territorial Service. \nFearing her father's disapproval if she moves away from home, Celia hesitates about joining up but eventually her call-up papers arrive. Hoping to join the WAAF or one of the other services, Celia instead gets posted to a factory making aircraft components, where she meets her co-workers, including her Welsh room-mate Gwen Price and the vain upper middle class Jennifer Knowles. Knowles dislikes the work they have to do at the factory, causing friction with their supervisor Charlie Forbes which eventually blossoms into a verbally combative romance.\nA nearby RAF bomber station sends some of its men to a staff dance at the factory, during which Celia meets and falls in love with an equally shy young Scottish flight sergeant Fred Blake. Their relationship encounters a crisis when Fred refuses to tell Celia when he is sent out on his first mission, but soon afterwards they meet and make up, with Fred asking Celia to marry him. After the wedding they spend their honeymoon at the same south coast resort as the Crowsons went to in 1939, finding it much changed with minefields and barbed wire defending against the expected German invasion.\n", "labels": "What are the first names of the couple who spend their honey moon at the same south coast resort as the Crowsons went to in 1939?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-fdf97511ff2a475dbd1fada0c2cfdbf6"}, {"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: Celia Crowson and her family go on holiday to the south coast of England in the summer of 1939. Soon afterwards the Second World War breaks out and Celia's father joins what was to become the Home Guard and her more confident sister Phyllis joins the Auxiliary Territorial Service. \nFearing her father's disapproval if she moves away from home, Celia hesitates about joining up but eventually her call-up papers arrive. Hoping to join the WAAF or one of the other services, Celia instead gets posted to a factory making aircraft components, where she meets her co-workers, including her Welsh room-mate Gwen Price and the vain upper middle class Jennifer Knowles. Knowles dislikes the work they have to do at the factory, causing friction with their supervisor Charlie Forbes which eventually blossoms into a verbally combative romance.\nA nearby RAF bomber station sends some of its men to a staff dance at the factory, during which Celia meets and falls in love with an equally shy young Scottish flight sergeant Fred Blake. Their relationship encounters a crisis when Fred refuses to tell Celia when he is sent out on his first mission, but soon afterwards they meet and make up, with Fred asking Celia to marry him. After the wedding they spend their honeymoon at the same south coast resort as the Crowsons went to in 1939, finding it much changed with minefields and barbed wire defending against the expected German invasion.\n", "labels": "What is the full name of the roommate of the woman who works in the factory that begins a romance with the supervisor?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-fdf97511ff2a475dbd1fada0c2cfdbf6"}]