[{"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 ITV franchise Granada Television is partially headquartered in the old Granada Studios site on Quay Street and the new location at MediaCityUK as part of the initial phase of its migration to Salford Quays. It produces Coronation Street, local news and programmes for North West England. Although its influence has waned Granada had been described as 'the best commercial television company in the world'.Manchester was one of the BBC's three main centres in England. Programmes including Mastermind, and Real Story, were made at New Broadcasting House. The Cutting It series set in the city's Northern Quarter and The Street were set in Manchester as was Life on Mars. The first edition of Top of the Pops was broadcast from a studio in Rusholme on New Year's Day 1964. Manchester was the regional base for BBC One North West Region programmes before it relocated to MediaCityUK in nearby Salford Quays. The Manchester television channel, Channel M, owned by the Guardian Media Group operated from 2000 but closed in 2012. Manchester is also covered by two internet television channels: Quays News and Manchester.tv. The city will also have a new terrestrial channel from January 2014 when YourTV Manchester, who won the OFCOM licence bid in February 2013 begins its first broadcast but in 2015 when That's Manchester took over to air on 31 May and launched on the freeview channel 8 service slot before moving to channel 7 in April 2016.\n", "labels": "What two television companies have locations in MediaCityUK?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-889a004767c843cab7e58ec5ca830fea"}, {"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 equestrian statue of Edward Horner stands inside St Andrew's Church in the village of Mells in Somerset, south-western England. It was designed by the architect Sir Edwin Lutyens, as a memorial to Edward Horner, who died of wounds in the First World War. The sculpture was executed by Alfred Munnings.\nEdward Horner was the only surviving son and heir of Sir John and Lady Frances Horner of Mells Manor and a member of an extended upper-class social group known as the Coterie, many of whom were killed in the war; the group included his fianc\u00e9e and his future brother-in-law. Shortly after the war broke out, he was a yeomanry officer in the part-time Territorial Force but he was keen to join the fighting on the Western Front and obtained a transfer to a cavalry regiment through his family's connections. He was wounded in May 1915 and did not return to the war until early 1917. He was assigned a staff post but again secured a transfer to the front line. Shortly after his return to the fighting, on 21 November 1917, he was wounded again; he died the same day.\nLutyens was a friend of the Horner family, having designed multiple buildings and structures for them since the beginning of the 20th century. As well as Horner's memorial, he designed a memorial to Raymond Asquith (also in St Andrew's Church), and Mells War Memorial in the centre of the village. For Horner's memorial, Lutyens designed the plinth himself, and engaged the renowned equestrian painter and war artist Alfred Munnings for the latter's first public work of sculpture. The plinth is in Portland stone and set into it is Horner's original grave marker; the family's coat of arms is carved into the front, while the sides bear various dedicatory inscriptions. The statue is a bronze of a cavalry officer on horseback, bare-headed, with his helmet and sword on the horse's saddle. Lutyens was known for abstract and ecumenical themes in his war memorial designs, but the statue of Horner is an example of his use of more conventional imagery to commemorate an individual. Installed in the Horner family chapel in St Andrew's Church in 1920 at a cost of \u00a31,000, it was moved to its present location in the church in 2007.\n", "labels": "What is the first name of the person who was a friend of the Horner family?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8695314c9f414745882f1796d9b9e82b"}, {"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 museum's founder Sigur\u00f0ur Hjartarson worked as a teacher and principal for 37 years, teaching history and Spanish at Reykjav\u00edk's Hamrahlid College for the last 26 years before his retirement. As a child, he owned a bull's pizzle, which was given to him to use as a cattle whip. He began collecting penises after a friend heard the story of the bull's penis in 1974 and gave him four new ones, three of which Sigur\u00f0ur gave to friends. Acquaintances at whaling stations began bringing him whale penises as well, and the collection grew from there, expanding through donations and acquisitions from various sources around Iceland.The organs of farm animals came from slaughterhouses, while fishermen supplied those of pinnipeds and the smaller whales. The penises of larger whales came from commercial whaling stations, although this source dried up after the International Whaling Commission implemented a global ban on commercial whaling in 1986. Sigur\u00f0ur was able to continue to collect whale penises by harvesting them from the 12\u201316 whales that fall victim to stranding on the Icelandic coast each year. He also obtained the penis of a polar bear shot by fishermen who found the animal drifting on drift ice off the Westfjords.Sigur\u00f0ur was assisted by his family, though not without some occasional embarrassment. His daughter \u00deorger\u00f0ur recalls that she was once sent to a slaughterhouse to collect a specimen but arrived just as the workers were taking a lunch break: \"Someone asked, 'What's in the basket?' I had to say, 'I'm collecting a frozen goat penis.' After that I said, 'I will never collect for you again.'\" According to Sigur\u00f0ur, \"Collecting penises is like collecting anything. You can never stop, you can never catch up, you can always get a new one, a better one.\"\nThe collection was at first housed in Sigur\u00f0ur's office at the college until he retired from his teaching job. He decided, more as a hobby than a job, to put it on public display in Reykjav\u00edk and was awarded a grant from the city council of ISK 200,000 to support the opening of a museum in August 1997. By 2003, it was attracting 5,200 visitors a year, of which 4,200 were from abroad. He put the museum up for sale in 2003, but also offered it to the city of Reykjav\u00edk as a gift. However, he was unsuccessful in obtaining financial support from the state or city. When he retired in 2004, he could no longer afford the rent on the museum's premises.\n", "labels": "What is the name of the person who had to say, \"I'm collecting a frozen goat penis\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f531b44e052649cb807ca7f8e2429622"}, {"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 museum's founder Sigur\u00f0ur Hjartarson worked as a teacher and principal for 37 years, teaching history and Spanish at Reykjav\u00edk's Hamrahlid College for the last 26 years before his retirement. As a child, he owned a bull's pizzle, which was given to him to use as a cattle whip. He began collecting penises after a friend heard the story of the bull's penis in 1974 and gave him four new ones, three of which Sigur\u00f0ur gave to friends. Acquaintances at whaling stations began bringing him whale penises as well, and the collection grew from there, expanding through donations and acquisitions from various sources around Iceland.The organs of farm animals came from slaughterhouses, while fishermen supplied those of pinnipeds and the smaller whales. The penises of larger whales came from commercial whaling stations, although this source dried up after the International Whaling Commission implemented a global ban on commercial whaling in 1986. Sigur\u00f0ur was able to continue to collect whale penises by harvesting them from the 12\u201316 whales that fall victim to stranding on the Icelandic coast each year. He also obtained the penis of a polar bear shot by fishermen who found the animal drifting on drift ice off the Westfjords.Sigur\u00f0ur was assisted by his family, though not without some occasional embarrassment. His daughter \u00deorger\u00f0ur recalls that she was once sent to a slaughterhouse to collect a specimen but arrived just as the workers were taking a lunch break: \"Someone asked, 'What's in the basket?' I had to say, 'I'm collecting a frozen goat penis.' After that I said, 'I will never collect for you again.'\" According to Sigur\u00f0ur, \"Collecting penises is like collecting anything. You can never stop, you can never catch up, you can always get a new one, a better one.\"\nThe collection was at first housed in Sigur\u00f0ur's office at the college until he retired from his teaching job. He decided, more as a hobby than a job, to put it on public display in Reykjav\u00edk and was awarded a grant from the city council of ISK 200,000 to support the opening of a museum in August 1997. By 2003, it was attracting 5,200 visitors a year, of which 4,200 were from abroad. He put the museum up for sale in 2003, but also offered it to the city of Reykjav\u00edk as a gift. However, he was unsuccessful in obtaining financial support from the state or city. When he retired in 2004, he could no longer afford the rent on the museum's premises.\n", "labels": "What is the name of the person who said, \"'I will never collect for you again.'\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f531b44e052649cb807ca7f8e2429622"}, {"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 museum's founder Sigur\u00f0ur Hjartarson worked as a teacher and principal for 37 years, teaching history and Spanish at Reykjav\u00edk's Hamrahlid College for the last 26 years before his retirement. As a child, he owned a bull's pizzle, which was given to him to use as a cattle whip. He began collecting penises after a friend heard the story of the bull's penis in 1974 and gave him four new ones, three of which Sigur\u00f0ur gave to friends. Acquaintances at whaling stations began bringing him whale penises as well, and the collection grew from there, expanding through donations and acquisitions from various sources around Iceland.The organs of farm animals came from slaughterhouses, while fishermen supplied those of pinnipeds and the smaller whales. The penises of larger whales came from commercial whaling stations, although this source dried up after the International Whaling Commission implemented a global ban on commercial whaling in 1986. Sigur\u00f0ur was able to continue to collect whale penises by harvesting them from the 12\u201316 whales that fall victim to stranding on the Icelandic coast each year. He also obtained the penis of a polar bear shot by fishermen who found the animal drifting on drift ice off the Westfjords.Sigur\u00f0ur was assisted by his family, though not without some occasional embarrassment. His daughter \u00deorger\u00f0ur recalls that she was once sent to a slaughterhouse to collect a specimen but arrived just as the workers were taking a lunch break: \"Someone asked, 'What's in the basket?' I had to say, 'I'm collecting a frozen goat penis.' After that I said, 'I will never collect for you again.'\" According to Sigur\u00f0ur, \"Collecting penises is like collecting anything. You can never stop, you can never catch up, you can always get a new one, a better one.\"\nThe collection was at first housed in Sigur\u00f0ur's office at the college until he retired from his teaching job. He decided, more as a hobby than a job, to put it on public display in Reykjav\u00edk and was awarded a grant from the city council of ISK 200,000 to support the opening of a museum in August 1997. By 2003, it was attracting 5,200 visitors a year, of which 4,200 were from abroad. He put the museum up for sale in 2003, but also offered it to the city of Reykjav\u00edk as a gift. However, he was unsuccessful in obtaining financial support from the state or city. When he retired in 2004, he could no longer afford the rent on the museum's premises.\n", "labels": "What is the first name of the person who said, \"I will never collect for you again.\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f531b44e052649cb807ca7f8e2429622"}, {"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 museum's founder Sigur\u00f0ur Hjartarson worked as a teacher and principal for 37 years, teaching history and Spanish at Reykjav\u00edk's Hamrahlid College for the last 26 years before his retirement. As a child, he owned a bull's pizzle, which was given to him to use as a cattle whip. He began collecting penises after a friend heard the story of the bull's penis in 1974 and gave him four new ones, three of which Sigur\u00f0ur gave to friends. Acquaintances at whaling stations began bringing him whale penises as well, and the collection grew from there, expanding through donations and acquisitions from various sources around Iceland.The organs of farm animals came from slaughterhouses, while fishermen supplied those of pinnipeds and the smaller whales. The penises of larger whales came from commercial whaling stations, although this source dried up after the International Whaling Commission implemented a global ban on commercial whaling in 1986. Sigur\u00f0ur was able to continue to collect whale penises by harvesting them from the 12\u201316 whales that fall victim to stranding on the Icelandic coast each year. He also obtained the penis of a polar bear shot by fishermen who found the animal drifting on drift ice off the Westfjords.Sigur\u00f0ur was assisted by his family, though not without some occasional embarrassment. His daughter \u00deorger\u00f0ur recalls that she was once sent to a slaughterhouse to collect a specimen but arrived just as the workers were taking a lunch break: \"Someone asked, 'What's in the basket?' I had to say, 'I'm collecting a frozen goat penis.' After that I said, 'I will never collect for you again.'\" According to Sigur\u00f0ur, \"Collecting penises is like collecting anything. You can never stop, you can never catch up, you can always get a new one, a better one.\"\nThe collection was at first housed in Sigur\u00f0ur's office at the college until he retired from his teaching job. He decided, more as a hobby than a job, to put it on public display in Reykjav\u00edk and was awarded a grant from the city council of ISK 200,000 to support the opening of a museum in August 1997. By 2003, it was attracting 5,200 visitors a year, of which 4,200 were from abroad. He put the museum up for sale in 2003, but also offered it to the city of Reykjav\u00edk as a gift. However, he was unsuccessful in obtaining financial support from the state or city. When he retired in 2004, he could no longer afford the rent on the museum's premises.\n", "labels": "What is the last name of the person whose daughter recalls she was once sent to a slaughterhouse to collect a specimen?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f531b44e052649cb807ca7f8e2429622"}, {"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 museum's founder Sigur\u00f0ur Hjartarson worked as a teacher and principal for 37 years, teaching history and Spanish at Reykjav\u00edk's Hamrahlid College for the last 26 years before his retirement. As a child, he owned a bull's pizzle, which was given to him to use as a cattle whip. He began collecting penises after a friend heard the story of the bull's penis in 1974 and gave him four new ones, three of which Sigur\u00f0ur gave to friends. Acquaintances at whaling stations began bringing him whale penises as well, and the collection grew from there, expanding through donations and acquisitions from various sources around Iceland.The organs of farm animals came from slaughterhouses, while fishermen supplied those of pinnipeds and the smaller whales. The penises of larger whales came from commercial whaling stations, although this source dried up after the International Whaling Commission implemented a global ban on commercial whaling in 1986. Sigur\u00f0ur was able to continue to collect whale penises by harvesting them from the 12\u201316 whales that fall victim to stranding on the Icelandic coast each year. He also obtained the penis of a polar bear shot by fishermen who found the animal drifting on drift ice off the Westfjords.Sigur\u00f0ur was assisted by his family, though not without some occasional embarrassment. His daughter \u00deorger\u00f0ur recalls that she was once sent to a slaughterhouse to collect a specimen but arrived just as the workers were taking a lunch break: \"Someone asked, 'What's in the basket?' I had to say, 'I'm collecting a frozen goat penis.' After that I said, 'I will never collect for you again.'\" According to Sigur\u00f0ur, \"Collecting penises is like collecting anything. You can never stop, you can never catch up, you can always get a new one, a better one.\"\nThe collection was at first housed in Sigur\u00f0ur's office at the college until he retired from his teaching job. He decided, more as a hobby than a job, to put it on public display in Reykjav\u00edk and was awarded a grant from the city council of ISK 200,000 to support the opening of a museum in August 1997. By 2003, it was attracting 5,200 visitors a year, of which 4,200 were from abroad. He put the museum up for sale in 2003, but also offered it to the city of Reykjav\u00edk as a gift. However, he was unsuccessful in obtaining financial support from the state or city. When he retired in 2004, he could no longer afford the rent on the museum's premises.\n", "labels": "What is the name of the person who was once sent to a slaughterhouse to collect a specimen?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f531b44e052649cb807ca7f8e2429622"}, {"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 museum's founder Sigur\u00f0ur Hjartarson worked as a teacher and principal for 37 years, teaching history and Spanish at Reykjav\u00edk's Hamrahlid College for the last 26 years before his retirement. As a child, he owned a bull's pizzle, which was given to him to use as a cattle whip. He began collecting penises after a friend heard the story of the bull's penis in 1974 and gave him four new ones, three of which Sigur\u00f0ur gave to friends. Acquaintances at whaling stations began bringing him whale penises as well, and the collection grew from there, expanding through donations and acquisitions from various sources around Iceland.The organs of farm animals came from slaughterhouses, while fishermen supplied those of pinnipeds and the smaller whales. The penises of larger whales came from commercial whaling stations, although this source dried up after the International Whaling Commission implemented a global ban on commercial whaling in 1986. Sigur\u00f0ur was able to continue to collect whale penises by harvesting them from the 12\u201316 whales that fall victim to stranding on the Icelandic coast each year. He also obtained the penis of a polar bear shot by fishermen who found the animal drifting on drift ice off the Westfjords.Sigur\u00f0ur was assisted by his family, though not without some occasional embarrassment. His daughter \u00deorger\u00f0ur recalls that she was once sent to a slaughterhouse to collect a specimen but arrived just as the workers were taking a lunch break: \"Someone asked, 'What's in the basket?' I had to say, 'I'm collecting a frozen goat penis.' After that I said, 'I will never collect for you again.'\" According to Sigur\u00f0ur, \"Collecting penises is like collecting anything. You can never stop, you can never catch up, you can always get a new one, a better one.\"\nThe collection was at first housed in Sigur\u00f0ur's office at the college until he retired from his teaching job. He decided, more as a hobby than a job, to put it on public display in Reykjav\u00edk and was awarded a grant from the city council of ISK 200,000 to support the opening of a museum in August 1997. By 2003, it was attracting 5,200 visitors a year, of which 4,200 were from abroad. He put the museum up for sale in 2003, but also offered it to the city of Reykjav\u00edk as a gift. However, he was unsuccessful in obtaining financial support from the state or city. When he retired in 2004, he could no longer afford the rent on the museum's premises.\n", "labels": "What is the last name of the person who was assisted by his family?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f531b44e052649cb807ca7f8e2429622"}, {"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 museum's founder Sigur\u00f0ur Hjartarson worked as a teacher and principal for 37 years, teaching history and Spanish at Reykjav\u00edk's Hamrahlid College for the last 26 years before his retirement. As a child, he owned a bull's pizzle, which was given to him to use as a cattle whip. He began collecting penises after a friend heard the story of the bull's penis in 1974 and gave him four new ones, three of which Sigur\u00f0ur gave to friends. Acquaintances at whaling stations began bringing him whale penises as well, and the collection grew from there, expanding through donations and acquisitions from various sources around Iceland.The organs of farm animals came from slaughterhouses, while fishermen supplied those of pinnipeds and the smaller whales. The penises of larger whales came from commercial whaling stations, although this source dried up after the International Whaling Commission implemented a global ban on commercial whaling in 1986. Sigur\u00f0ur was able to continue to collect whale penises by harvesting them from the 12\u201316 whales that fall victim to stranding on the Icelandic coast each year. He also obtained the penis of a polar bear shot by fishermen who found the animal drifting on drift ice off the Westfjords.Sigur\u00f0ur was assisted by his family, though not without some occasional embarrassment. His daughter \u00deorger\u00f0ur recalls that she was once sent to a slaughterhouse to collect a specimen but arrived just as the workers were taking a lunch break: \"Someone asked, 'What's in the basket?' I had to say, 'I'm collecting a frozen goat penis.' After that I said, 'I will never collect for you again.'\" According to Sigur\u00f0ur, \"Collecting penises is like collecting anything. You can never stop, you can never catch up, you can always get a new one, a better one.\"\nThe collection was at first housed in Sigur\u00f0ur's office at the college until he retired from his teaching job. He decided, more as a hobby than a job, to put it on public display in Reykjav\u00edk and was awarded a grant from the city council of ISK 200,000 to support the opening of a museum in August 1997. By 2003, it was attracting 5,200 visitors a year, of which 4,200 were from abroad. He put the museum up for sale in 2003, but also offered it to the city of Reykjav\u00edk as a gift. However, he was unsuccessful in obtaining financial support from the state or city. When he retired in 2004, he could no longer afford the rent on the museum's premises.\n", "labels": "What was attracting 5.200 visitors a year by 2003?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f531b44e052649cb807ca7f8e2429622"}, {"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 museum's founder Sigur\u00f0ur Hjartarson worked as a teacher and principal for 37 years, teaching history and Spanish at Reykjav\u00edk's Hamrahlid College for the last 26 years before his retirement. As a child, he owned a bull's pizzle, which was given to him to use as a cattle whip. He began collecting penises after a friend heard the story of the bull's penis in 1974 and gave him four new ones, three of which Sigur\u00f0ur gave to friends. Acquaintances at whaling stations began bringing him whale penises as well, and the collection grew from there, expanding through donations and acquisitions from various sources around Iceland.The organs of farm animals came from slaughterhouses, while fishermen supplied those of pinnipeds and the smaller whales. The penises of larger whales came from commercial whaling stations, although this source dried up after the International Whaling Commission implemented a global ban on commercial whaling in 1986. Sigur\u00f0ur was able to continue to collect whale penises by harvesting them from the 12\u201316 whales that fall victim to stranding on the Icelandic coast each year. He also obtained the penis of a polar bear shot by fishermen who found the animal drifting on drift ice off the Westfjords.Sigur\u00f0ur was assisted by his family, though not without some occasional embarrassment. His daughter \u00deorger\u00f0ur recalls that she was once sent to a slaughterhouse to collect a specimen but arrived just as the workers were taking a lunch break: \"Someone asked, 'What's in the basket?' I had to say, 'I'm collecting a frozen goat penis.' After that I said, 'I will never collect for you again.'\" According to Sigur\u00f0ur, \"Collecting penises is like collecting anything. You can never stop, you can never catch up, you can always get a new one, a better one.\"\nThe collection was at first housed in Sigur\u00f0ur's office at the college until he retired from his teaching job. He decided, more as a hobby than a job, to put it on public display in Reykjav\u00edk and was awarded a grant from the city council of ISK 200,000 to support the opening of a museum in August 1997. By 2003, it was attracting 5,200 visitors a year, of which 4,200 were from abroad. He put the museum up for sale in 2003, but also offered it to the city of Reykjav\u00edk as a gift. However, he was unsuccessful in obtaining financial support from the state or city. When he retired in 2004, he could no longer afford the rent on the museum's premises.\n", "labels": "What is the last name of the person who could no longer afford the rent on the museum's premises?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f531b44e052649cb807ca7f8e2429622"}, {"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 museum's founder Sigur\u00f0ur Hjartarson worked as a teacher and principal for 37 years, teaching history and Spanish at Reykjav\u00edk's Hamrahlid College for the last 26 years before his retirement. As a child, he owned a bull's pizzle, which was given to him to use as a cattle whip. He began collecting penises after a friend heard the story of the bull's penis in 1974 and gave him four new ones, three of which Sigur\u00f0ur gave to friends. Acquaintances at whaling stations began bringing him whale penises as well, and the collection grew from there, expanding through donations and acquisitions from various sources around Iceland.The organs of farm animals came from slaughterhouses, while fishermen supplied those of pinnipeds and the smaller whales. The penises of larger whales came from commercial whaling stations, although this source dried up after the International Whaling Commission implemented a global ban on commercial whaling in 1986. Sigur\u00f0ur was able to continue to collect whale penises by harvesting them from the 12\u201316 whales that fall victim to stranding on the Icelandic coast each year. He also obtained the penis of a polar bear shot by fishermen who found the animal drifting on drift ice off the Westfjords.Sigur\u00f0ur was assisted by his family, though not without some occasional embarrassment. His daughter \u00deorger\u00f0ur recalls that she was once sent to a slaughterhouse to collect a specimen but arrived just as the workers were taking a lunch break: \"Someone asked, 'What's in the basket?' I had to say, 'I'm collecting a frozen goat penis.' After that I said, 'I will never collect for you again.'\" According to Sigur\u00f0ur, \"Collecting penises is like collecting anything. You can never stop, you can never catch up, you can always get a new one, a better one.\"\nThe collection was at first housed in Sigur\u00f0ur's office at the college until he retired from his teaching job. He decided, more as a hobby than a job, to put it on public display in Reykjav\u00edk and was awarded a grant from the city council of ISK 200,000 to support the opening of a museum in August 1997. By 2003, it was attracting 5,200 visitors a year, of which 4,200 were from abroad. He put the museum up for sale in 2003, but also offered it to the city of Reykjav\u00edk as a gift. However, he was unsuccessful in obtaining financial support from the state or city. When he retired in 2004, he could no longer afford the rent on the museum's premises.\n", "labels": "What is the first name of the family member about which it is known Sigur\u00f0ur was assisted, though not without some occasional embarrassment?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f531b44e052649cb807ca7f8e2429622"}, {"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 museum's founder Sigur\u00f0ur Hjartarson worked as a teacher and principal for 37 years, teaching history and Spanish at Reykjav\u00edk's Hamrahlid College for the last 26 years before his retirement. As a child, he owned a bull's pizzle, which was given to him to use as a cattle whip. He began collecting penises after a friend heard the story of the bull's penis in 1974 and gave him four new ones, three of which Sigur\u00f0ur gave to friends. Acquaintances at whaling stations began bringing him whale penises as well, and the collection grew from there, expanding through donations and acquisitions from various sources around Iceland.The organs of farm animals came from slaughterhouses, while fishermen supplied those of pinnipeds and the smaller whales. The penises of larger whales came from commercial whaling stations, although this source dried up after the International Whaling Commission implemented a global ban on commercial whaling in 1986. Sigur\u00f0ur was able to continue to collect whale penises by harvesting them from the 12\u201316 whales that fall victim to stranding on the Icelandic coast each year. He also obtained the penis of a polar bear shot by fishermen who found the animal drifting on drift ice off the Westfjords.Sigur\u00f0ur was assisted by his family, though not without some occasional embarrassment. His daughter \u00deorger\u00f0ur recalls that she was once sent to a slaughterhouse to collect a specimen but arrived just as the workers were taking a lunch break: \"Someone asked, 'What's in the basket?' I had to say, 'I'm collecting a frozen goat penis.' After that I said, 'I will never collect for you again.'\" According to Sigur\u00f0ur, \"Collecting penises is like collecting anything. You can never stop, you can never catch up, you can always get a new one, a better one.\"\nThe collection was at first housed in Sigur\u00f0ur's office at the college until he retired from his teaching job. He decided, more as a hobby than a job, to put it on public display in Reykjav\u00edk and was awarded a grant from the city council of ISK 200,000 to support the opening of a museum in August 1997. By 2003, it was attracting 5,200 visitors a year, of which 4,200 were from abroad. He put the museum up for sale in 2003, but also offered it to the city of Reykjav\u00edk as a gift. However, he was unsuccessful in obtaining financial support from the state or city. When he retired in 2004, he could no longer afford the rent on the museum's premises.\n", "labels": "What is the first name of the person who could no longer afford the rent on the museum's premises when he retired in 2004?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f531b44e052649cb807ca7f8e2429622"}, {"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: Since 1991, the anniversary of the massacre has been designated the National Day of Remembrance and Action on Violence Against Women, intended as a call to action against discrimination against women.  A White Ribbon Campaign was launched in 1991 by a group of men in London, Ontario, in the wake of the massacre, for the purpose of raising awareness about the prevalence of male violence against women, with the ribbon symbolizing \"the idea of men giving up their arms.\" Commemorative demonstrations are held across the country each year on December 6 in memory of the slain women and numerous memorials have been built.\nThe Place du 6-D\u00e9cembre-1989 in the C\u00f4te-des-Neiges/Notre-Dame-de-Gr\u00e2ce borough of Montreal was created as a memorial to the victims of the massacre. Located at the corner of Decelles Avenue and Queen Mary Road, a short distance from the university, it includes the art installation Nef pour quatorze reines (Nave for Fourteen Queens) by Rose-Marie Goulet. It is the site of annual commemorations on December 6.A memorial erected in Vancouver sparked controversy because it was dedicated to \"all women murdered by men\", which critics say implies all men are potential murderers. As a result, women involved in the project ironically received death threats and the Vancouver Park Board subsequently banned any future memorials that might \"antagonize\" other groups.The event has also been commemorated through references in television, theatre, and popular music. A play about the shootings by Adam Kelly called The Anorak was named as one of the best plays of 2004 by the Montreal Gazette.  Colleen Murphy's  play \"December Man\" was first staged in Calgary in 2007  The movie  Polytechnique, directed by Denis Villeneuve was released in 2009, and sparked controversy over the desirability of reliving the tragedy in a commercial film.  Several songs have been written about the events,  including \"This Memory\" by the folk duo the Wyrd Sisters,  and \"6 December 1989\" by the Australian singer Judy Small.In 2013, a new science building at John Abbott College was named in honour of Anne-Marie Edward, a victim of the massacre who attended the college before going on to university.\nFor the commemorative ceremony on the 25th anniversary of the massacre in 2014,  fourteen searchlights representing the 14 victims of the massacre were installed on the summit of Mount Royal and turned skyward at the exact time when the attack had started 25 years earlier.  Also in 2014, the Order of the White Rose was established, a $30,000 national scholarship for female engineering graduate students.  The selection committee was made up of presidents, principals and deans of engineering from several prestigious Canadian universities and chaired by Mich\u00e8le Thibodeau-DeGuire, the first female graduate of \u00c9cole Polytechnique.\n", "labels": "What groups selection committee was made up of presidents, principals and deans of engineering from several prestigious Canadian universities?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-62ec6ad635a449a7b5f616cdcb4b7124"}, {"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: House music is a genre of electronic dance music created by club DJs and music producers in Chicago in the early 1980s. Early house music was generally characterized by repetitive 4/4 beats, rhythms provided by drum machines, off-beat hi-hat cymbals, and synthesized basslines. While house displayed several characteristics similar to disco music, which preceded and influenced it, as both were DJ and record producer-created dance music, house was more electronic and minimalistic. The mechanical, repetitive rhythm of house was one of its main components. Many house compositions were instrumental, with no vocals; some had singing throughout the song with lyrics; and some had singing but no actual words.\nHouse music developed in Chicago's underground dance club culture in the early 1980s, as DJs from the subculture began altering the pop-like disco dance tracks to give them a more mechanical beat and deeper basslines. As well, these DJs began to mix synth pop, rap, Latin, and even jazz into their tracks. Latin music, particularly salsa clave rhythm, became a dominating riff of house music. It was pioneered by Chicago DJs such as  Chip E., and Steve Hurley. It was influenced by Chicago DJ and record producer Frankie Knuckles, the Chicago acid-house electronic music group Phuture, and the Tennessee DJ/producer Mr. Fingers. The genre was originally associated with the Black American LGBT subculture but has since spread to the mainstream. From its beginnings in the Chicago club and local radio scene, the genre spread internationally to London, then to American cities such as New York City and Detroit, and eventually globally.Chicago house music acts from the early to mid-1980s found success on the US dance charts on various Chicago independent record labels that were more open to sign local house music artists. These same acts also experienced some success in the United Kingdom, garnering hits in that country. Due to this success, by the late 1980s, Chicago house music acts suddenly found themselves being offered major label deals. House music proved to be a commercially successful genre and a more mainstream pop-based variation grew increasingly popular. Since the early to mid-1990s, house music has been infused into mainstream pop and dance music worldwide. In the 2010s, the genre, while keeping several of its core elements, notably the prominent kick drum on most beats, varies widely in style and influence, ranging from soulful and atmospheric to the more minimalistic microhouse. House music has also fused with several other genres creating fusion subgenres, such as euro house, tech house, electro house and jump house. One subgenre, acid house, was based around the squelchy, deep electronic tones created by Roland's TB-303 bass synthesizer.\n", "labels": "What is the name of the subgenre of music that can range from soulful to minimalistic that is based around squelchy, deep electronic tones?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6b3d9e056599478489c92fded45444cf"}, {"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: House music is a genre of electronic dance music created by club DJs and music producers in Chicago in the early 1980s. Early house music was generally characterized by repetitive 4/4 beats, rhythms provided by drum machines, off-beat hi-hat cymbals, and synthesized basslines. While house displayed several characteristics similar to disco music, which preceded and influenced it, as both were DJ and record producer-created dance music, house was more electronic and minimalistic. The mechanical, repetitive rhythm of house was one of its main components. Many house compositions were instrumental, with no vocals; some had singing throughout the song with lyrics; and some had singing but no actual words.\nHouse music developed in Chicago's underground dance club culture in the early 1980s, as DJs from the subculture began altering the pop-like disco dance tracks to give them a more mechanical beat and deeper basslines. As well, these DJs began to mix synth pop, rap, Latin, and even jazz into their tracks. Latin music, particularly salsa clave rhythm, became a dominating riff of house music. It was pioneered by Chicago DJs such as  Chip E., and Steve Hurley. It was influenced by Chicago DJ and record producer Frankie Knuckles, the Chicago acid-house electronic music group Phuture, and the Tennessee DJ/producer Mr. Fingers. The genre was originally associated with the Black American LGBT subculture but has since spread to the mainstream. From its beginnings in the Chicago club and local radio scene, the genre spread internationally to London, then to American cities such as New York City and Detroit, and eventually globally.Chicago house music acts from the early to mid-1980s found success on the US dance charts on various Chicago independent record labels that were more open to sign local house music artists. These same acts also experienced some success in the United Kingdom, garnering hits in that country. Due to this success, by the late 1980s, Chicago house music acts suddenly found themselves being offered major label deals. House music proved to be a commercially successful genre and a more mainstream pop-based variation grew increasingly popular. Since the early to mid-1990s, house music has been infused into mainstream pop and dance music worldwide. In the 2010s, the genre, while keeping several of its core elements, notably the prominent kick drum on most beats, varies widely in style and influence, ranging from soulful and atmospheric to the more minimalistic microhouse. House music has also fused with several other genres creating fusion subgenres, such as euro house, tech house, electro house and jump house. One subgenre, acid house, was based around the squelchy, deep electronic tones created by Roland's TB-303 bass synthesizer.\n", "labels": "What subculture was the music that was created by club DJs originally associated with?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6b3d9e056599478489c92fded45444cf"}, {"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: Inspired by live instrumentation, turntablism, and classic soul music, Tony! Toni! Ton\u00e9! recorded and produced their second album, The Revival, mostly themselves and released it in 1990 to commercial success. The record broadened the group's exposure to fans beyond their initial R&B audience. However, they became ambivalent about their newfound mainstream success and their music being labeled \"retro\" by critics. In an interview for People magazine, lead singer and bassist Raphael Wiggins expressed his dissatisfaction with the music industry, saying that \"every record company wants to get a group and put 'em in a Benz with a car phone and a beeper, show them dressing in three different outfits, put them in a video shot on a beach with lots of swinging bikinis. You won't ever see us on a beach. We're just down-to-earth, funky, like-to-play guys.\" Before considering a follow-up album, the band recorded several songs for film soundtracks, including \"Me and You\" for Boyz n the Hood (1991), \"House Party (I Don't Know What You Come to Do)\" for House Party 2 (1991), and \"Waiting on You\" for Poetic Justice (1993).Having fulfilled their creative intentions with The Revival, Tony! Toni! Ton\u00e9! wanted to pay homage to their musical influences with Sons of Soul. In a 1993 interview for The New York Times, Wiggins elaborated on their direction for the album, stating \"We're paying homage to a lot of older artists who paved the way for us artists like the Temptations, Sly and the Family Stone, Earth, Wind and Fire. They're the people who inspired us when we were growing up, people like Aretha Franklin, James Brown. We feel we're the sons of everything and all those people who came before us.\" He also explained the album's title as a declaration of them being descendants of those artists, \"not in a grandiose sense, but from the standpoint that we really are the musical offspring of all that's come before us ... paying homage to our past, but creating in a contemporary environment.\".\n", "labels": "What were the names of the three films the band recorded soundtracks for?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d8e1e145412248768bcd6cd5aff5b798"}, {"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: Inspired by live instrumentation, turntablism, and classic soul music, Tony! Toni! Ton\u00e9! recorded and produced their second album, The Revival, mostly themselves and released it in 1990 to commercial success. The record broadened the group's exposure to fans beyond their initial R&B audience. However, they became ambivalent about their newfound mainstream success and their music being labeled \"retro\" by critics. In an interview for People magazine, lead singer and bassist Raphael Wiggins expressed his dissatisfaction with the music industry, saying that \"every record company wants to get a group and put 'em in a Benz with a car phone and a beeper, show them dressing in three different outfits, put them in a video shot on a beach with lots of swinging bikinis. You won't ever see us on a beach. We're just down-to-earth, funky, like-to-play guys.\" Before considering a follow-up album, the band recorded several songs for film soundtracks, including \"Me and You\" for Boyz n the Hood (1991), \"House Party (I Don't Know What You Come to Do)\" for House Party 2 (1991), and \"Waiting on You\" for Poetic Justice (1993).Having fulfilled their creative intentions with The Revival, Tony! Toni! Ton\u00e9! wanted to pay homage to their musical influences with Sons of Soul. In a 1993 interview for The New York Times, Wiggins elaborated on their direction for the album, stating \"We're paying homage to a lot of older artists who paved the way for us artists like the Temptations, Sly and the Family Stone, Earth, Wind and Fire. They're the people who inspired us when we were growing up, people like Aretha Franklin, James Brown. We feel we're the sons of everything and all those people who came before us.\" He also explained the album's title as a declaration of them being descendants of those artists, \"not in a grandiose sense, but from the standpoint that we really are the musical offspring of all that's come before us ... paying homage to our past, but creating in a contemporary environment.\".\n", "labels": "What were the names of the three older artists that the band wanted to pay homage to?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d8e1e145412248768bcd6cd5aff5b798"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In 1970 Zappa met conductor Zubin Mehta. They arranged a May 1970 concert where Mehta conducted the Los Angeles Philharmonic augmented by a rock band. According to Zappa, the music was mostly written in motel rooms while on tour with the Mothers of Invention. Some of it was later featured in the movie 200 Motels. Although the concert was a success, Zappa's experience working with a symphony orchestra was not a happy one. His dissatisfaction became a recurring theme throughout his career; he often felt that the quality of performance of his material delivered by orchestras was not commensurate with the money he spent on orchestral concerts and recordings.Later in 1970, Zappa formed a new version of the Mothers (from then on, he mostly dropped the \"of Invention\"). It included British drummer Aynsley Dunbar, jazz keyboardist George Duke, Ian Underwood, Jeff Simmons (bass, rhythm guitar), and three members of the Turtles: bass player Jim Pons, and singers Mark Volman and Howard Kaylan, who, due to persistent legal and contractual problems, adopted the stage name \"The Phlorescent Leech and Eddie\", or \"Flo & Eddie\".This version of the Mothers debuted on Zappa's next solo album Chunga's Revenge (1970), which was followed by the double-album soundtrack to the movie 200 Motels (1971), featuring the Mothers, the Royal Philharmonic Orchestra, Ringo Starr, Theodore Bikel, and Keith Moon. Co-directed by Zappa and Tony Palmer, it was filmed in a week at Pinewood Studios outside London. Tensions between Zappa and several cast and crew members arose before and during shooting. The film deals loosely with life on the road as a rock musician. It was the first feature film photographed on videotape and transferred to 35 mm film, a process that allowed for novel visual effects. It was released to mixed reviews. The score relied extensively on orchestral music, and Zappa's dissatisfaction with the classical music world intensified when a concert, scheduled at the Royal Albert Hall after filming, was canceled because a representative of the venue found some of the lyrics obscene. In 1975, he lost a lawsuit against the Royal Albert Hall for breach of contract.After 200 Motels, the band went on tour, which resulted in two live albums, Fillmore East \u2013 June 1971 and Just Another Band from L.A.; the latter included the 20-minute track \"Billy the Mountain\", Zappa's satire on rock opera set in Southern California. This track was representative of the band's theatrical performances\u2014which used songs to build sketches based on 200 Motels scenes, as well as new situations that often portrayed the band members' sexual encounters on the road.\n", "labels": "What is the last name of the person that did not like orchestral concerts?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c30e213783514877b724c5fd94fe8696"}, {"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: American World War II veteran Jerry Mulligan is an exuberant expatriate in Paris trying to make a reputation as a painter. His friend and neighbor, Adam Cook, is a struggling concert pianist and longtime associate of a French singer, Henri Baurel. At the ground-floor bar, Henri tells Adam about his cultured girlfriend, Lise Bouvier.  Jerry joins them later, before going out to sell his art.\nA lonely society woman and heiress, Milo Roberts, finds Jerry displaying his paintings in Montmartre and takes an interest in him and his art.  She brings him to her apartment to pay for his works, and invites him to a dinner party she is throwing later that night. After singing with French children on the way home (\"I Got Rhythm\"), Jerry goes up to Milo's apartment.  He quickly finds out the \"party\" is actually a one-on-one date, and tells Milo he has no interest in being a paid escort.  When he attempts to leave after giving her money back, she insists she is only interested in his art.\nThey go to a crowded bar, and Milo offers to sponsor an art show for Jerry as a friendly gesture.  Some of Milo's friends arrive, and while sitting with them, Jerry sees Lise seated with friends at the next table, and is instantly smitten. He ignores Milo and her acquaintances, and instead pretends to know Lise already and dances with her.  She is standoffish and gives Jerry a wrong phone number, but is innocently corrected by someone at her table.  Milo is upset by Jerry's behaviour and suddenly decides to go home. On their way home she tells Jerry he was very rude cavorting with a girl he does not know while in her presence; tired of Milo, Jerry gets out of the car and bids her farewell.\n", "labels": "How does the singer know Lise?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-bad923e6e2dd4e588eb270325b45fbb5"}, {"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: American World War II veteran Jerry Mulligan is an exuberant expatriate in Paris trying to make a reputation as a painter. His friend and neighbor, Adam Cook, is a struggling concert pianist and longtime associate of a French singer, Henri Baurel. At the ground-floor bar, Henri tells Adam about his cultured girlfriend, Lise Bouvier.  Jerry joins them later, before going out to sell his art.\nA lonely society woman and heiress, Milo Roberts, finds Jerry displaying his paintings in Montmartre and takes an interest in him and his art.  She brings him to her apartment to pay for his works, and invites him to a dinner party she is throwing later that night. After singing with French children on the way home (\"I Got Rhythm\"), Jerry goes up to Milo's apartment.  He quickly finds out the \"party\" is actually a one-on-one date, and tells Milo he has no interest in being a paid escort.  When he attempts to leave after giving her money back, she insists she is only interested in his art.\nThey go to a crowded bar, and Milo offers to sponsor an art show for Jerry as a friendly gesture.  Some of Milo's friends arrive, and while sitting with them, Jerry sees Lise seated with friends at the next table, and is instantly smitten. He ignores Milo and her acquaintances, and instead pretends to know Lise already and dances with her.  She is standoffish and gives Jerry a wrong phone number, but is innocently corrected by someone at her table.  Milo is upset by Jerry's behaviour and suddenly decides to go home. On their way home she tells Jerry he was very rude cavorting with a girl he does not know while in her presence; tired of Milo, Jerry gets out of the car and bids her farewell.\n", "labels": "What is the position of the person who offered to sponsor an art show?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-bad923e6e2dd4e588eb270325b45fbb5"}, {"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: Thomas Bilbe (1811 in Sheerness - 1896)  shipbuilder and shipowner. He built tea clippers  and was involved in the opium trade with China\nSir Edward James Reed, KCB, FRS (1830\u20131906)  naval architect, author, politician and railroad magnate, also a Liberal politician in the House of Commons from 1874 to 1906.  Reed was born in Sheerness and was a naval apprentice there\nCharles Hezlet DSO (1891 in Sheerness \u2013 1965)  soldier and Irish amateur golfer. He was runner-up in the 1914 Amateur Championship and was in the British Walker Cup team in 1924, 1926 and 1928.\nSir Stanley Hooker, FRS, DPhil, BSc, FRAeS, MIMechE, FAAAS, (1907 in Sheerness \u2013 1984)  was a Mathematician and jet engine engineer, first inventor of the VTOL engine\nWilliam Penney, Baron Penney OM KBE FRS FRSE, (1909\u20131991)  mathematician and professor of mathematical physics and leading figure in Britain's nuclear weapons development. Penney was raised in Sheerness, Kent and was educated at Sheerness Technical School for Boys from 1924 to 1926\nDr Richard Beeching (1913 in Sheerness \u2013 1985)  commonly known simply as Dr Beeching, was a physicist and engineer who for a short but very notable time was chairman of British Railways, severely cutting the British rail network\nUwe Johnson German writer and scholar, lived on Marine Parade\nGeoff Beynon (1926 in Sheerness \u2013 2012)  teacher and trade union leader, joint general secretary of the Assistant Masters and Mistresses Association\nRod Hull (1935\u20131999)  English comedian, appeared with Emu, a mute, highly aggressive arms-length puppet. Hull was born in the Isle of Sheppey and attended Delemark Road School and the County Technical School, Sheerness\nRichard Carpenter (born 1972 in Sheerness)  footballer and midfielder, made approx. 500 pro. appearances mainly for Gillingham F.C. and Brighton & Hove Albion F.C.\n", "labels": "What is the last name of the naval apprentice born in Sheerness?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8f707413ebe04a96ada19bf1f628014c"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: After completing Romeo Must Die, Aaliyah began to work on her second film, Queen of the Damned. She played the role of an ancient vampire, Queen Akasha, which she described as a \"manipulative, crazy, sexual being\". Filming both Romeo Must Die and Queen of the Damned delayed the release of the album. Aaliyah had not intended for her albums to have such a gap between them. \"I wanted to take a break after One in a Million to just relax, think about how I wanted to approach the next album. Then, when I was ready to start back up, \"Romeo\" happened, and so I had to take another break and do that film and then do the soundtrack, then promote it. The break turned into a longer break than I anticipated.\" Aaliyah enjoyed balancing her singing and acting careers. Though she called music a \"first\" for her, she also had been acting since she was young and had wanted to begin acting \"at some point in my career,\" but \"wanted it to be the right time and the right vehicle\" and felt Romeo Must Die \"was it\".\nThe role was subsequently recast to Nona Gaye. Aaliyah's scenes were included in the tribute section of the Matrix Ultimate Collection series.In November 2001, Ronald Isley stated that Aaliyah and the Isley Brothers had discussed a collaboration prior to her death. She had previously covered the Isley Brothers' single \"At Your Best (You Are Love)\". Prior to her death, she expressed the possibility of recording songs for the Queen of The Damned soundtrack and welcomed the possibility of collaborating with Jonathan Davis. By 2001, Aaliyah had enjoyed her now seven-year career and felt a sense of accomplishment. \"This is what I always wanted,\" she said of her career in Vibe magazine. \"I breathe to perform, to entertain, I can't imagine myself doing anything else. I'm just a really happy girl right now. I honestly love every aspect of this business. I really do. I feel very fulfilled and complete.\".\n", "labels": "What was the name of the film Aaliyah worked on before beginning her second film?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-726abf94f2d74217aab0d70746ee2f8c"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: After completing Romeo Must Die, Aaliyah began to work on her second film, Queen of the Damned. She played the role of an ancient vampire, Queen Akasha, which she described as a \"manipulative, crazy, sexual being\". Filming both Romeo Must Die and Queen of the Damned delayed the release of the album. Aaliyah had not intended for her albums to have such a gap between them. \"I wanted to take a break after One in a Million to just relax, think about how I wanted to approach the next album. Then, when I was ready to start back up, \"Romeo\" happened, and so I had to take another break and do that film and then do the soundtrack, then promote it. The break turned into a longer break than I anticipated.\" Aaliyah enjoyed balancing her singing and acting careers. Though she called music a \"first\" for her, she also had been acting since she was young and had wanted to begin acting \"at some point in my career,\" but \"wanted it to be the right time and the right vehicle\" and felt Romeo Must Die \"was it\".\nThe role was subsequently recast to Nona Gaye. Aaliyah's scenes were included in the tribute section of the Matrix Ultimate Collection series.In November 2001, Ronald Isley stated that Aaliyah and the Isley Brothers had discussed a collaboration prior to her death. She had previously covered the Isley Brothers' single \"At Your Best (You Are Love)\". Prior to her death, she expressed the possibility of recording songs for the Queen of The Damned soundtrack and welcomed the possibility of collaborating with Jonathan Davis. By 2001, Aaliyah had enjoyed her now seven-year career and felt a sense of accomplishment. \"This is what I always wanted,\" she said of her career in Vibe magazine. \"I breathe to perform, to entertain, I can't imagine myself doing anything else. I'm just a really happy girl right now. I honestly love every aspect of this business. I really do. I feel very fulfilled and complete.\".\n", "labels": "What was the name of the person who stated Aaliyah and the Isley Brothers discussed a collaboration prior to her death?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-726abf94f2d74217aab0d70746ee2f8c"}, {"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: Mathayus aims to avenge the death of his father at the hand of Sargon, now king of Akkad, by taking service in his Black Scorpions squad. After completing his training he is tasked by Sargon to kill Noah, Mathayus's own brother. He saves him and escapes the city, but a magic arrow follows them and kills Noah.\nMathayus boards a ship to Egypt, accompanied by his childhood friend Layla. He intends to get the Spear of Osiris in Egypt, which he believes will be able to pass through Sargon's black magic protection. A fellow traveller, Greek poet Aristophanes, tells Mathayus and Layla that the Spear only kills Egyptian creatures, but the Sword of Damocles will work. The trio travels to Greece, where they can enter the Underworld to retrieve the Sword of Damocles. On the way, they fall into a cell and are surrounded by men left as sacrifices for the Minotaur. Some of the sacrifices are mercenaries who owe allegiance to Mathayus' father, so they help him and Layla to defeat the Minotaur, with help from a Chinese captive named Fung.\nThe enlarged group travel to the Underworld, where they are attacked by the goddess Astarte. Layla and Astarte fight, while Fung and Ari search for and find the sword. Astarte tries to send Layla to hell, but Mathayus frees her, and they all escape to the human realm.\nAstarte orders Sargon to get her sword back, and he asks for more dark powers. The group reach Akkad, where Sargon turns on a machine that dumps oil into the water supply. The oil and water begin to flow through statues into the city, which is then set on fire.\n", "labels": "Who helps Mathayus, Layla, and Fung to defeat the Minotaur?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d25570910e6944f1b1ce4ad8852dce6f"}, {"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: Mathayus aims to avenge the death of his father at the hand of Sargon, now king of Akkad, by taking service in his Black Scorpions squad. After completing his training he is tasked by Sargon to kill Noah, Mathayus's own brother. He saves him and escapes the city, but a magic arrow follows them and kills Noah.\nMathayus boards a ship to Egypt, accompanied by his childhood friend Layla. He intends to get the Spear of Osiris in Egypt, which he believes will be able to pass through Sargon's black magic protection. A fellow traveller, Greek poet Aristophanes, tells Mathayus and Layla that the Spear only kills Egyptian creatures, but the Sword of Damocles will work. The trio travels to Greece, where they can enter the Underworld to retrieve the Sword of Damocles. On the way, they fall into a cell and are surrounded by men left as sacrifices for the Minotaur. Some of the sacrifices are mercenaries who owe allegiance to Mathayus' father, so they help him and Layla to defeat the Minotaur, with help from a Chinese captive named Fung.\nThe enlarged group travel to the Underworld, where they are attacked by the goddess Astarte. Layla and Astarte fight, while Fung and Ari search for and find the sword. Astarte tries to send Layla to hell, but Mathayus frees her, and they all escape to the human realm.\nAstarte orders Sargon to get her sword back, and he asks for more dark powers. The group reach Akkad, where Sargon turns on a machine that dumps oil into the water supply. The oil and water begin to flow through statues into the city, which is then set on fire.\n", "labels": "Who does Mathayus plan to kill to avenge his father?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d25570910e6944f1b1ce4ad8852dce6f"}, {"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: Mathayus aims to avenge the death of his father at the hand of Sargon, now king of Akkad, by taking service in his Black Scorpions squad. After completing his training he is tasked by Sargon to kill Noah, Mathayus's own brother. He saves him and escapes the city, but a magic arrow follows them and kills Noah.\nMathayus boards a ship to Egypt, accompanied by his childhood friend Layla. He intends to get the Spear of Osiris in Egypt, which he believes will be able to pass through Sargon's black magic protection. A fellow traveller, Greek poet Aristophanes, tells Mathayus and Layla that the Spear only kills Egyptian creatures, but the Sword of Damocles will work. The trio travels to Greece, where they can enter the Underworld to retrieve the Sword of Damocles. On the way, they fall into a cell and are surrounded by men left as sacrifices for the Minotaur. Some of the sacrifices are mercenaries who owe allegiance to Mathayus' father, so they help him and Layla to defeat the Minotaur, with help from a Chinese captive named Fung.\nThe enlarged group travel to the Underworld, where they are attacked by the goddess Astarte. Layla and Astarte fight, while Fung and Ari search for and find the sword. Astarte tries to send Layla to hell, but Mathayus frees her, and they all escape to the human realm.\nAstarte orders Sargon to get her sword back, and he asks for more dark powers. The group reach Akkad, where Sargon turns on a machine that dumps oil into the water supply. The oil and water begin to flow through statues into the city, which is then set on fire.\n", "labels": "Who's sword does the Greek poet tell Mathayus about?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d25570910e6944f1b1ce4ad8852dce6f"}, {"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 design of the front face is based on the general resurrection of the dead following the Last Judgment. At the top sits God the Father, above two angels. A small hole at the level of their knees shows where a dove representing the Holy Spirit was originally attached; with Christ below, all three persons of the Trinity were therefore represented. A round-topped compartment protected by a rock-crystal \"window\" holds the relic itself and the group around Christ. Christ in Judgment is shown seated displaying the wounds of his crucifixion, with his feet resting on the globe of the world, and making a blessing gesture. As with all the enamelled figures that are still extant, the hair is in gold, the main robe is in white, and the flesh is in white with coloured eyes and lips, a touch of pink on the cheeks. Behind Christ the celestial spheres are represented like a rainbow, and above him fly two angels holding Instruments of the Passion, including the crown of thorns over his head; behind him a cross in shallow relief emerges from the curved gold background. The thorn relic rises below and in front of him, mounted on a \"monstrously large sapphire\".To the left and right of Christ are shown John the Baptist and the Virgin Mary in supplicant poses, a traditional grouping; John was also one of the Duke's patron saints. Around the central scene small figures of the twelve Apostles carrying their identifying attributes emerge from the foliage border of oak leaves and tendrils; the uppermost heads on each side are replacements, probably by Weininger in the 1860s.\n", "labels": "What is the name of the figure whose feet are resting on the globe of the world, and making a blessing gesture?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1b2075fb930e468c85e567bff8f96110"}, {"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 design of the front face is based on the general resurrection of the dead following the Last Judgment. At the top sits God the Father, above two angels. A small hole at the level of their knees shows where a dove representing the Holy Spirit was originally attached; with Christ below, all three persons of the Trinity were therefore represented. A round-topped compartment protected by a rock-crystal \"window\" holds the relic itself and the group around Christ. Christ in Judgment is shown seated displaying the wounds of his crucifixion, with his feet resting on the globe of the world, and making a blessing gesture. As with all the enamelled figures that are still extant, the hair is in gold, the main robe is in white, and the flesh is in white with coloured eyes and lips, a touch of pink on the cheeks. Behind Christ the celestial spheres are represented like a rainbow, and above him fly two angels holding Instruments of the Passion, including the crown of thorns over his head; behind him a cross in shallow relief emerges from the curved gold background. The thorn relic rises below and in front of him, mounted on a \"monstrously large sapphire\".To the left and right of Christ are shown John the Baptist and the Virgin Mary in supplicant poses, a traditional grouping; John was also one of the Duke's patron saints. Around the central scene small figures of the twelve Apostles carrying their identifying attributes emerge from the foliage border of oak leaves and tendrils; the uppermost heads on each side are replacements, probably by Weininger in the 1860s.\n", "labels": "What is the name of the figure above who fly two angels holding Instruments of Passion?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1b2075fb930e468c85e567bff8f96110"}, {"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 design of the front face is based on the general resurrection of the dead following the Last Judgment. At the top sits God the Father, above two angels. A small hole at the level of their knees shows where a dove representing the Holy Spirit was originally attached; with Christ below, all three persons of the Trinity were therefore represented. A round-topped compartment protected by a rock-crystal \"window\" holds the relic itself and the group around Christ. Christ in Judgment is shown seated displaying the wounds of his crucifixion, with his feet resting on the globe of the world, and making a blessing gesture. As with all the enamelled figures that are still extant, the hair is in gold, the main robe is in white, and the flesh is in white with coloured eyes and lips, a touch of pink on the cheeks. Behind Christ the celestial spheres are represented like a rainbow, and above him fly two angels holding Instruments of the Passion, including the crown of thorns over his head; behind him a cross in shallow relief emerges from the curved gold background. The thorn relic rises below and in front of him, mounted on a \"monstrously large sapphire\".To the left and right of Christ are shown John the Baptist and the Virgin Mary in supplicant poses, a traditional grouping; John was also one of the Duke's patron saints. Around the central scene small figures of the twelve Apostles carrying their identifying attributes emerge from the foliage border of oak leaves and tendrils; the uppermost heads on each side are replacements, probably by Weininger in the 1860s.\n", "labels": "What is the name of the figure behind who a cross in shallow relief emerges from the curved gold backdrop?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1b2075fb930e468c85e567bff8f96110"}, {"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: India's coastline measures 7,517 kilometres (4,700 mi) in length; of this distance, 5,423 kilometres (3,400 mi) belong to peninsular India and 2,094 kilometres (1,300 mi) to the Andaman, Nicobar, and Lakshadweep island chains. According to the Indian naval hydrographic charts, the mainland coastline consists of the following: 43% sandy beaches; 11% rocky shores, including cliffs; and 46% mudflats or marshy shores.Major Himalayan-origin rivers that substantially flow through India include the Ganges and the Brahmaputra, both of which drain into the Bay of Bengal. Important tributaries of the Ganges include the Yamuna and the Kosi; the latter's extremely low gradient often leads to severe floods and course changes. Major peninsular rivers, whose steeper gradients prevent their waters from flooding, include the Godavari, the Mahanadi, the Kaveri, and the Krishna, which also drain into the Bay of Bengal; and the Narmada and the Tapti, which drain into the Arabian Sea. Coastal features include the marshy Rann of Kutch of western India and the alluvial Sundarbans delta of eastern India; the latter is shared with Bangladesh. India has two archipelagos: the Lakshadweep, coral atolls off India's south-western coast; and the Andaman and Nicobar Islands, a volcanic chain in the Andaman Sea.The Indian climate is strongly influenced by the Himalayas and the Thar Desert, both of which drive the economically and culturally pivotal summer and winter monsoons. The Himalayas prevent cold Central Asian katabatic winds from blowing in, keeping the bulk of the Indian subcontinent warmer than most locations at similar latitudes. The Thar Desert plays a crucial role in attracting the moisture-laden south-west summer monsoon winds that, between June and October, provide the majority of India's rainfall. Four major climatic groupings predominate in India: tropical wet, tropical dry, subtropical humid, and montane.\n", "labels": "What are the names of the two rivers that drain into the Bay of Bengal?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1e8c2f5fa49d4564a3da0e1a63335fd0"}, {"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: India's coastline measures 7,517 kilometres (4,700 mi) in length; of this distance, 5,423 kilometres (3,400 mi) belong to peninsular India and 2,094 kilometres (1,300 mi) to the Andaman, Nicobar, and Lakshadweep island chains. According to the Indian naval hydrographic charts, the mainland coastline consists of the following: 43% sandy beaches; 11% rocky shores, including cliffs; and 46% mudflats or marshy shores.Major Himalayan-origin rivers that substantially flow through India include the Ganges and the Brahmaputra, both of which drain into the Bay of Bengal. Important tributaries of the Ganges include the Yamuna and the Kosi; the latter's extremely low gradient often leads to severe floods and course changes. Major peninsular rivers, whose steeper gradients prevent their waters from flooding, include the Godavari, the Mahanadi, the Kaveri, and the Krishna, which also drain into the Bay of Bengal; and the Narmada and the Tapti, which drain into the Arabian Sea. Coastal features include the marshy Rann of Kutch of western India and the alluvial Sundarbans delta of eastern India; the latter is shared with Bangladesh. India has two archipelagos: the Lakshadweep, coral atolls off India's south-western coast; and the Andaman and Nicobar Islands, a volcanic chain in the Andaman Sea.The Indian climate is strongly influenced by the Himalayas and the Thar Desert, both of which drive the economically and culturally pivotal summer and winter monsoons. The Himalayas prevent cold Central Asian katabatic winds from blowing in, keeping the bulk of the Indian subcontinent warmer than most locations at similar latitudes. The Thar Desert plays a crucial role in attracting the moisture-laden south-west summer monsoon winds that, between June and October, provide the majority of India's rainfall. Four major climatic groupings predominate in India: tropical wet, tropical dry, subtropical humid, and montane.\n", "labels": "What is the name of the tributary whose low gradient often leads to severe floods and course changes?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1e8c2f5fa49d4564a3da0e1a63335fd0"}, {"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: India's coastline measures 7,517 kilometres (4,700 mi) in length; of this distance, 5,423 kilometres (3,400 mi) belong to peninsular India and 2,094 kilometres (1,300 mi) to the Andaman, Nicobar, and Lakshadweep island chains. According to the Indian naval hydrographic charts, the mainland coastline consists of the following: 43% sandy beaches; 11% rocky shores, including cliffs; and 46% mudflats or marshy shores.Major Himalayan-origin rivers that substantially flow through India include the Ganges and the Brahmaputra, both of which drain into the Bay of Bengal. Important tributaries of the Ganges include the Yamuna and the Kosi; the latter's extremely low gradient often leads to severe floods and course changes. Major peninsular rivers, whose steeper gradients prevent their waters from flooding, include the Godavari, the Mahanadi, the Kaveri, and the Krishna, which also drain into the Bay of Bengal; and the Narmada and the Tapti, which drain into the Arabian Sea. Coastal features include the marshy Rann of Kutch of western India and the alluvial Sundarbans delta of eastern India; the latter is shared with Bangladesh. India has two archipelagos: the Lakshadweep, coral atolls off India's south-western coast; and the Andaman and Nicobar Islands, a volcanic chain in the Andaman Sea.The Indian climate is strongly influenced by the Himalayas and the Thar Desert, both of which drive the economically and culturally pivotal summer and winter monsoons. The Himalayas prevent cold Central Asian katabatic winds from blowing in, keeping the bulk of the Indian subcontinent warmer than most locations at similar latitudes. The Thar Desert plays a crucial role in attracting the moisture-laden south-west summer monsoon winds that, between June and October, provide the majority of India's rainfall. Four major climatic groupings predominate in India: tropical wet, tropical dry, subtropical humid, and montane.\n", "labels": "What are the names of the two coastal features of India?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1e8c2f5fa49d4564a3da0e1a63335fd0"}, {"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: India's coastline measures 7,517 kilometres (4,700 mi) in length; of this distance, 5,423 kilometres (3,400 mi) belong to peninsular India and 2,094 kilometres (1,300 mi) to the Andaman, Nicobar, and Lakshadweep island chains. According to the Indian naval hydrographic charts, the mainland coastline consists of the following: 43% sandy beaches; 11% rocky shores, including cliffs; and 46% mudflats or marshy shores.Major Himalayan-origin rivers that substantially flow through India include the Ganges and the Brahmaputra, both of which drain into the Bay of Bengal. Important tributaries of the Ganges include the Yamuna and the Kosi; the latter's extremely low gradient often leads to severe floods and course changes. Major peninsular rivers, whose steeper gradients prevent their waters from flooding, include the Godavari, the Mahanadi, the Kaveri, and the Krishna, which also drain into the Bay of Bengal; and the Narmada and the Tapti, which drain into the Arabian Sea. Coastal features include the marshy Rann of Kutch of western India and the alluvial Sundarbans delta of eastern India; the latter is shared with Bangladesh. India has two archipelagos: the Lakshadweep, coral atolls off India's south-western coast; and the Andaman and Nicobar Islands, a volcanic chain in the Andaman Sea.The Indian climate is strongly influenced by the Himalayas and the Thar Desert, both of which drive the economically and culturally pivotal summer and winter monsoons. The Himalayas prevent cold Central Asian katabatic winds from blowing in, keeping the bulk of the Indian subcontinent warmer than most locations at similar latitudes. The Thar Desert plays a crucial role in attracting the moisture-laden south-west summer monsoon winds that, between June and October, provide the majority of India's rainfall. Four major climatic groupings predominate in India: tropical wet, tropical dry, subtropical humid, and montane.\n", "labels": "What is the name of the coastal feature that is shared with Bangladesh?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1e8c2f5fa49d4564a3da0e1a63335fd0"}, {"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: Holst was born in Cheltenham, Gloucestershire, the elder of the two children of Adolph von Holst, a professional musician, and his wife, Clara Cox, n\u00e9e Lediard. She was of mostly British descent, daughter of a respected Cirencester solicitor; the Holst side of the family was of mixed Swedish, Latvian and German ancestry, with at least one professional musician in each of the previous three generations.One of Holst's great-grandfathers, Matthias Holst, born in Riga, Latvia, was of German origin; he served as composer and harp-teacher to the Imperial Russian Court in St Petersburg. Matthias's son Gustavus, who moved to England with his parents as a child in 1802, was a composer of salon-style music and a well-known harp teacher. He appropriated the aristocratic prefix \"von\" and added it to the family name in the hope of gaining enhanced prestige and attracting pupils.Holst's father, Adolph von Holst, became organist and choirmaster at All Saints' Church, Cheltenham; he also taught, and gave piano recitals. His wife, Clara, a former pupil, was a talented singer and pianist. They had two sons; Gustav's younger brother, Emil Gottfried, became known as Ernest Cossart, a successful actor in the West End, New York and Hollywood. Clara died in February 1882, and the family moved to another house in Cheltenham, where Adolph recruited his sister Nina to help raise the boys. Gustav recognised her devotion to the family and dedicated several of his early compositions to her. In 1885 Adolph married Mary Thorley Stone, another of his pupils. They had two sons, Matthias (known as \"Max\") and Evelyn (\"Thorley\"). Mary von Holst was absorbed in theosophy and not greatly interested in domestic matters. All four of Adolph's sons were subject to what one biographer calls \"benign neglect\", and Gustav in particular was \"not overburdened with attention or understanding, with a weak sight and a weak chest, both neglected\u2014he was 'miserable and scared'.\".\n", "labels": "What was the last name of the daughter of a respected Cirencester solicitor?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-76085c3b7c6b4925bd69a8e26050e49d"}, {"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: Holst was born in Cheltenham, Gloucestershire, the elder of the two children of Adolph von Holst, a professional musician, and his wife, Clara Cox, n\u00e9e Lediard. She was of mostly British descent, daughter of a respected Cirencester solicitor; the Holst side of the family was of mixed Swedish, Latvian and German ancestry, with at least one professional musician in each of the previous three generations.One of Holst's great-grandfathers, Matthias Holst, born in Riga, Latvia, was of German origin; he served as composer and harp-teacher to the Imperial Russian Court in St Petersburg. Matthias's son Gustavus, who moved to England with his parents as a child in 1802, was a composer of salon-style music and a well-known harp teacher. He appropriated the aristocratic prefix \"von\" and added it to the family name in the hope of gaining enhanced prestige and attracting pupils.Holst's father, Adolph von Holst, became organist and choirmaster at All Saints' Church, Cheltenham; he also taught, and gave piano recitals. His wife, Clara, a former pupil, was a talented singer and pianist. They had two sons; Gustav's younger brother, Emil Gottfried, became known as Ernest Cossart, a successful actor in the West End, New York and Hollywood. Clara died in February 1882, and the family moved to another house in Cheltenham, where Adolph recruited his sister Nina to help raise the boys. Gustav recognised her devotion to the family and dedicated several of his early compositions to her. In 1885 Adolph married Mary Thorley Stone, another of his pupils. They had two sons, Matthias (known as \"Max\") and Evelyn (\"Thorley\"). Mary von Holst was absorbed in theosophy and not greatly interested in domestic matters. All four of Adolph's sons were subject to what one biographer calls \"benign neglect\", and Gustav in particular was \"not overburdened with attention or understanding, with a weak sight and a weak chest, both neglected\u2014he was 'miserable and scared'.\".\n", "labels": "What was the first name of the person who served as a harp-teacher to the Imperial Russian Court?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-76085c3b7c6b4925bd69a8e26050e49d"}, {"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: Holst was born in Cheltenham, Gloucestershire, the elder of the two children of Adolph von Holst, a professional musician, and his wife, Clara Cox, n\u00e9e Lediard. She was of mostly British descent, daughter of a respected Cirencester solicitor; the Holst side of the family was of mixed Swedish, Latvian and German ancestry, with at least one professional musician in each of the previous three generations.One of Holst's great-grandfathers, Matthias Holst, born in Riga, Latvia, was of German origin; he served as composer and harp-teacher to the Imperial Russian Court in St Petersburg. Matthias's son Gustavus, who moved to England with his parents as a child in 1802, was a composer of salon-style music and a well-known harp teacher. He appropriated the aristocratic prefix \"von\" and added it to the family name in the hope of gaining enhanced prestige and attracting pupils.Holst's father, Adolph von Holst, became organist and choirmaster at All Saints' Church, Cheltenham; he also taught, and gave piano recitals. His wife, Clara, a former pupil, was a talented singer and pianist. They had two sons; Gustav's younger brother, Emil Gottfried, became known as Ernest Cossart, a successful actor in the West End, New York and Hollywood. Clara died in February 1882, and the family moved to another house in Cheltenham, where Adolph recruited his sister Nina to help raise the boys. Gustav recognised her devotion to the family and dedicated several of his early compositions to her. In 1885 Adolph married Mary Thorley Stone, another of his pupils. They had two sons, Matthias (known as \"Max\") and Evelyn (\"Thorley\"). Mary von Holst was absorbed in theosophy and not greatly interested in domestic matters. All four of Adolph's sons were subject to what one biographer calls \"benign neglect\", and Gustav in particular was \"not overburdened with attention or understanding, with a weak sight and a weak chest, both neglected\u2014he was 'miserable and scared'.\".\n", "labels": "What is the first name of the person who taught and gave piano recitals?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-76085c3b7c6b4925bd69a8e26050e49d"}, {"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: Holst was born in Cheltenham, Gloucestershire, the elder of the two children of Adolph von Holst, a professional musician, and his wife, Clara Cox, n\u00e9e Lediard. She was of mostly British descent, daughter of a respected Cirencester solicitor; the Holst side of the family was of mixed Swedish, Latvian and German ancestry, with at least one professional musician in each of the previous three generations.One of Holst's great-grandfathers, Matthias Holst, born in Riga, Latvia, was of German origin; he served as composer and harp-teacher to the Imperial Russian Court in St Petersburg. Matthias's son Gustavus, who moved to England with his parents as a child in 1802, was a composer of salon-style music and a well-known harp teacher. He appropriated the aristocratic prefix \"von\" and added it to the family name in the hope of gaining enhanced prestige and attracting pupils.Holst's father, Adolph von Holst, became organist and choirmaster at All Saints' Church, Cheltenham; he also taught, and gave piano recitals. His wife, Clara, a former pupil, was a talented singer and pianist. They had two sons; Gustav's younger brother, Emil Gottfried, became known as Ernest Cossart, a successful actor in the West End, New York and Hollywood. Clara died in February 1882, and the family moved to another house in Cheltenham, where Adolph recruited his sister Nina to help raise the boys. Gustav recognised her devotion to the family and dedicated several of his early compositions to her. In 1885 Adolph married Mary Thorley Stone, another of his pupils. They had two sons, Matthias (known as \"Max\") and Evelyn (\"Thorley\"). Mary von Holst was absorbed in theosophy and not greatly interested in domestic matters. All four of Adolph's sons were subject to what one biographer calls \"benign neglect\", and Gustav in particular was \"not overburdened with attention or understanding, with a weak sight and a weak chest, both neglected\u2014he was 'miserable and scared'.\".\n", "labels": "What was the full name that Gustav's younger brother became know as?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-76085c3b7c6b4925bd69a8e26050e49d"}, {"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: Briarcliff High School offers intramural sports and fields junior varsity and varsity teams in sixteen sports as the Briarcliff Bears. During the 38 years that Pace University operated its Briarcliff campus, it maintained fourteen intercollegiate varsity sports teams which played at the National Collegiate Athletic Association's (NCAA) Division II level.Briarcliff Manor has a history of auto racing. The First American International Road Race, sponsored by the village, centered around it. The prize, the Briarcliff Trophy valued at over $10,000 ($278,900 in 2018), was donated and presented by Walter Law. The race began at 4:45 a.m. on April 24, 1908 at the front of the Briarcliff Lodge and ending at the village grandstand. The winner, Arthur Strang in an Isotta Fraschini, covered the 240 miles (390 km) in five hours and fourteen minutes. More than 300,000 people watched the race, and the village had more than 100,000 visitors that day.On November 12, 1934, the Automobile Racing Club of America held another road race in Briarcliff Manor. The 100-mile (160 km) race was won by Langdon Quimby, driving a Willys 77, in a time of two hours and seven minutes. The race was held again on June 23, 1935; Quimby won again, four minutes faster than the previous year. In 1977, during the village's 75th anniversary, fifteen old racing cars participated in a motorcade around the 1934 race's route. In 2008, the village commemorated the first race's centennial in a parade featuring about 60 antique cars.\n", "labels": "Which race was held again on June 23, 1935?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c739e08ebe9e4454896a2a8912551b3c"}, {"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: Burges's two finest gothic churches were also undertaken in the 1870s, the Church of Christ the Consoler, Skelton-on-Ure, and St Mary's, Studley Royal. His patron, George Robinson, 1st Marquess of Ripon, although not as rich as Bute, was his equal in romantic medievalism and had been a friend of Bute's at Oxford, which may account for the choice of Burges as architect. Both churches were built as memorial churches for Ripon's brother-in-law, Frederick Grantham Vyner, who was murdered by Greek bandits in 1870. Vyner's mother commissioned the Church of Christ the Consoler and his sister St Mary's. Both begun in 1870, Skelton was consecrated in 1876 and Studley Royal in 1878.The Church of Christ the Consoler, in the grounds of Newby Hall in North Yorkshire, is built in the Early English style. The exterior is constructed of grey Catraig stone, with Morcar stone for the mouldings. The interior is faced with white limestone, and richly fitted out with marble. The work was undertaken by members of Burges's usual team, Gualbert Saunders making the stained glass, from cartoons by Lonsdale, and Nicholls sculpting the carvings. Leach and Pevsner describe the scheme of stained glass as \"uncommonly excellent.\" It is particularly interesting as representing an architectural move from Burges's favourite Early French style to an English inspiration. Pevsner considers it: \"Of determined originality; the impression is one of great opulence, even if of a somewhat elephantine calibre.\"\nThe Church of St Mary, Studley Royal, is also in the Early English style and is located in the grounds of Studley Royal Park at Fountains Abbey, in North Yorkshire. As at Christ the Consoler, the exterior is of grey limestone, with a two-stage west tower topped with a soaring spire. The interior is equally spectacular, exceeding Skelton in richness and majesty, Leach commenting that \"everything is precisely calculated as to its visual impact.\" The theme, previously used at Gayhurst, is Paradise Lost and Paradise Regained. The stained glass, by Saunders & Co, is of particularly high quality. Pevsner describes St Mary's as \"a dream of Early English glory\" and Crook writes, \"[although] Cork Cathedral may stand as Burges's greatest Gothic work, Studley Royal is his 'ecclesiastical' masterpiece.\" Burges also constructed an estate cottage in 1873.In 1870, Burges was asked to draw up an iconographic scheme of internal decoration for St Paul's Cathedral, unfinished since the death of Sir Christopher Wren. In 1872, he was appointed architect and over the next five years produced what Crook describes as a \"full-blown scheme of early Renaissance decoration\" for the interior which he intended would eclipse that of St Peter's in Rome. However, as Crook writes, his plans were \"rather too creative for most Classicists\" and these artistic, and linked religious, controversies led to Burges's dismissal in 1877 with none of his plans undertaken.\n", "labels": "Whose brother-in-law was murdered by Greek bandits?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-82f6752de75a48dba04564b51136ee19"}, {"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: Burges's two finest gothic churches were also undertaken in the 1870s, the Church of Christ the Consoler, Skelton-on-Ure, and St Mary's, Studley Royal. His patron, George Robinson, 1st Marquess of Ripon, although not as rich as Bute, was his equal in romantic medievalism and had been a friend of Bute's at Oxford, which may account for the choice of Burges as architect. Both churches were built as memorial churches for Ripon's brother-in-law, Frederick Grantham Vyner, who was murdered by Greek bandits in 1870. Vyner's mother commissioned the Church of Christ the Consoler and his sister St Mary's. Both begun in 1870, Skelton was consecrated in 1876 and Studley Royal in 1878.The Church of Christ the Consoler, in the grounds of Newby Hall in North Yorkshire, is built in the Early English style. The exterior is constructed of grey Catraig stone, with Morcar stone for the mouldings. The interior is faced with white limestone, and richly fitted out with marble. The work was undertaken by members of Burges's usual team, Gualbert Saunders making the stained glass, from cartoons by Lonsdale, and Nicholls sculpting the carvings. Leach and Pevsner describe the scheme of stained glass as \"uncommonly excellent.\" It is particularly interesting as representing an architectural move from Burges's favourite Early French style to an English inspiration. Pevsner considers it: \"Of determined originality; the impression is one of great opulence, even if of a somewhat elephantine calibre.\"\nThe Church of St Mary, Studley Royal, is also in the Early English style and is located in the grounds of Studley Royal Park at Fountains Abbey, in North Yorkshire. As at Christ the Consoler, the exterior is of grey limestone, with a two-stage west tower topped with a soaring spire. The interior is equally spectacular, exceeding Skelton in richness and majesty, Leach commenting that \"everything is precisely calculated as to its visual impact.\" The theme, previously used at Gayhurst, is Paradise Lost and Paradise Regained. The stained glass, by Saunders & Co, is of particularly high quality. Pevsner describes St Mary's as \"a dream of Early English glory\" and Crook writes, \"[although] Cork Cathedral may stand as Burges's greatest Gothic work, Studley Royal is his 'ecclesiastical' masterpiece.\" Burges also constructed an estate cottage in 1873.In 1870, Burges was asked to draw up an iconographic scheme of internal decoration for St Paul's Cathedral, unfinished since the death of Sir Christopher Wren. In 1872, he was appointed architect and over the next five years produced what Crook describes as a \"full-blown scheme of early Renaissance decoration\" for the interior which he intended would eclipse that of St Peter's in Rome. However, as Crook writes, his plans were \"rather too creative for most Classicists\" and these artistic, and linked religious, controversies led to Burges's dismissal in 1877 with none of his plans undertaken.\n", "labels": "What were the names of the churches built as memorial churches for Frederick Grantham Vyner?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-82f6752de75a48dba04564b51136ee19"}, {"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: Madison \"Maddie\" Young is a deaf-mute woman who temporarily lost her ability to hear and speak after a bout of bacterial meningitis at the age of 13 and lost both permanently after a corrective surgery gone wrong. She lives in a house, isolated in the woods with her cat. Her friend and neighbor Sarah visits her one day to return a copy of her book. In discussing Maddie's writing, she describes with excitement how her stories play out in her head like a film and she can see all the possible endings. That night, a masked killer chases Sarah to Maddie's house. A bloodied Sarah bangs on the door begging and shouting for help, but Maddie cannot hear her, and the man stabs her to death.\nThe man quickly learns of Maddie's infirmity and sneaks into the house through the main door, steals her phone, takes photos of her and sends them to her. Realizing this, she locks herself inside the house. The man cuts the power and sabotages her car. Maddie writes on the glass-paneled front door \"won't tell, didn't see face, boyfriend coming home\" with her lipstick. However, the man responds by taking off his mask and showing off his face. Maddie unsuccessfully tries to distract him with her car alarm to get Sarah's phone from her body, but she manages to stab his arm with a hammer's claw. He mocks Maddie, revealing he has the phone as well. He takes one of Sarah's earrings out and puts it in his pocket.\n", "labels": "What is the last name of the person whose writing is discussed?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-179a0bc91f624bb492353de46dcc7460"}, {"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: Madison \"Maddie\" Young is a deaf-mute woman who temporarily lost her ability to hear and speak after a bout of bacterial meningitis at the age of 13 and lost both permanently after a corrective surgery gone wrong. She lives in a house, isolated in the woods with her cat. Her friend and neighbor Sarah visits her one day to return a copy of her book. In discussing Maddie's writing, she describes with excitement how her stories play out in her head like a film and she can see all the possible endings. That night, a masked killer chases Sarah to Maddie's house. A bloodied Sarah bangs on the door begging and shouting for help, but Maddie cannot hear her, and the man stabs her to death.\nThe man quickly learns of Maddie's infirmity and sneaks into the house through the main door, steals her phone, takes photos of her and sends them to her. Realizing this, she locks herself inside the house. The man cuts the power and sabotages her car. Maddie writes on the glass-paneled front door \"won't tell, didn't see face, boyfriend coming home\" with her lipstick. However, the man responds by taking off his mask and showing off his face. Maddie unsuccessfully tries to distract him with her car alarm to get Sarah's phone from her body, but she manages to stab his arm with a hammer's claw. He mocks Maddie, revealing he has the phone as well. He takes one of Sarah's earrings out and puts it in his pocket.\n", "labels": "What is the first name of the person who is stabbed to death?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-179a0bc91f624bb492353de46dcc7460"}, {"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: Madison \"Maddie\" Young is a deaf-mute woman who temporarily lost her ability to hear and speak after a bout of bacterial meningitis at the age of 13 and lost both permanently after a corrective surgery gone wrong. She lives in a house, isolated in the woods with her cat. Her friend and neighbor Sarah visits her one day to return a copy of her book. In discussing Maddie's writing, she describes with excitement how her stories play out in her head like a film and she can see all the possible endings. That night, a masked killer chases Sarah to Maddie's house. A bloodied Sarah bangs on the door begging and shouting for help, but Maddie cannot hear her, and the man stabs her to death.\nThe man quickly learns of Maddie's infirmity and sneaks into the house through the main door, steals her phone, takes photos of her and sends them to her. Realizing this, she locks herself inside the house. The man cuts the power and sabotages her car. Maddie writes on the glass-paneled front door \"won't tell, didn't see face, boyfriend coming home\" with her lipstick. However, the man responds by taking off his mask and showing off his face. Maddie unsuccessfully tries to distract him with her car alarm to get Sarah's phone from her body, but she manages to stab his arm with a hammer's claw. He mocks Maddie, revealing he has the phone as well. He takes one of Sarah's earrings out and puts it in his pocket.\n", "labels": "What is the full name of the person whose friend visits her one day?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-179a0bc91f624bb492353de46dcc7460"}, {"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: Madison \"Maddie\" Young is a deaf-mute woman who temporarily lost her ability to hear and speak after a bout of bacterial meningitis at the age of 13 and lost both permanently after a corrective surgery gone wrong. She lives in a house, isolated in the woods with her cat. Her friend and neighbor Sarah visits her one day to return a copy of her book. In discussing Maddie's writing, she describes with excitement how her stories play out in her head like a film and she can see all the possible endings. That night, a masked killer chases Sarah to Maddie's house. A bloodied Sarah bangs on the door begging and shouting for help, but Maddie cannot hear her, and the man stabs her to death.\nThe man quickly learns of Maddie's infirmity and sneaks into the house through the main door, steals her phone, takes photos of her and sends them to her. Realizing this, she locks herself inside the house. The man cuts the power and sabotages her car. Maddie writes on the glass-paneled front door \"won't tell, didn't see face, boyfriend coming home\" with her lipstick. However, the man responds by taking off his mask and showing off his face. Maddie unsuccessfully tries to distract him with her car alarm to get Sarah's phone from her body, but she manages to stab his arm with a hammer's claw. He mocks Maddie, revealing he has the phone as well. He takes one of Sarah's earrings out and puts it in his pocket.\n", "labels": "What is the full name of the person who has a copy of her book returned to her?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-179a0bc91f624bb492353de46dcc7460"}, {"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 last voyage of the Karluk, flagship of the Canadian Arctic Expedition of 1913\u201316, ended with the loss of the ship in the Arctic seas,  and the subsequent deaths of nearly half her complement of 25. In August 1913, Karluk, a brigantine formerly used as a whaler, became trapped in the  ice while sailing to a rendezvous point at Herschel Island. After a long drift across the Beaufort and Chukchi seas, in January 1914 the ship was crushed and sunk. In the ensuing months, the crew and expedition staff struggled to survive, first on the ice and later on the shores of Wrangel Island. In all, eleven men died before rescue.\nThe Canadian Arctic Expedition was organised under the leadership of Canadian anthropologist Vilhjalmur Stefansson, and had both scientific and geographic purposes. Shortly after Karluk was trapped, Stefansson and a small party left the ship, stating that they intended to hunt for caribou. However, the ice carried Karluk westwards, far from the hunting party who found it impossible  to return to the ship. Stefansson reached land and then devoted himself to the expedition's scientific objectives, leaving the crew and staff on board the ship under the charge of its captain, Robert Bartlett. After the sinking, Bartlett organised a march across the ice to Wrangel Island, 80 miles (130 km) away. Conditions   were difficult and dangerous; two four-man parties were lost before the island was reached.\nFrom the island, Bartlett and an Inuk companion set out across the frozen sea for the Siberian coast, in search of help. Assisted by local populations, the pair eventually reached Alaska, but sea ice conditions prevented any immediate rescue mission. On Wrangel Island, the stranded party survived by hunting game, but were short of food and troubled by internal dissent. Before their eventual rescue in September 1914, three more of the party had died, two of illness and one in violent circumstances; 14 were rescued.\nHistorians have divided views on Stefansson's decision to leave the ship. Some of the voyage's survivors were critical of his seeming indifference to their ordeal and the loss of their comrades. He escaped official censure, and was publicly honoured for his later work on the expedition despite the Canadian government's reservations about its overall management. Although Bartlett was criticised by an admiralty commission for taking Karluk into the ice, he was hailed as a hero by the public and by his former Karluk shipmates.\n", "labels": "What month and year were the surviving crew members of the brigantine formerly used as a whaler rescued?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e53e1254a5c74af390cfeed95bf4ec41"}, {"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 last voyage of the Karluk, flagship of the Canadian Arctic Expedition of 1913\u201316, ended with the loss of the ship in the Arctic seas,  and the subsequent deaths of nearly half her complement of 25. In August 1913, Karluk, a brigantine formerly used as a whaler, became trapped in the  ice while sailing to a rendezvous point at Herschel Island. After a long drift across the Beaufort and Chukchi seas, in January 1914 the ship was crushed and sunk. In the ensuing months, the crew and expedition staff struggled to survive, first on the ice and later on the shores of Wrangel Island. In all, eleven men died before rescue.\nThe Canadian Arctic Expedition was organised under the leadership of Canadian anthropologist Vilhjalmur Stefansson, and had both scientific and geographic purposes. Shortly after Karluk was trapped, Stefansson and a small party left the ship, stating that they intended to hunt for caribou. However, the ice carried Karluk westwards, far from the hunting party who found it impossible  to return to the ship. Stefansson reached land and then devoted himself to the expedition's scientific objectives, leaving the crew and staff on board the ship under the charge of its captain, Robert Bartlett. After the sinking, Bartlett organised a march across the ice to Wrangel Island, 80 miles (130 km) away. Conditions   were difficult and dangerous; two four-man parties were lost before the island was reached.\nFrom the island, Bartlett and an Inuk companion set out across the frozen sea for the Siberian coast, in search of help. Assisted by local populations, the pair eventually reached Alaska, but sea ice conditions prevented any immediate rescue mission. On Wrangel Island, the stranded party survived by hunting game, but were short of food and troubled by internal dissent. Before their eventual rescue in September 1914, three more of the party had died, two of illness and one in violent circumstances; 14 were rescued.\nHistorians have divided views on Stefansson's decision to leave the ship. Some of the voyage's survivors were critical of his seeming indifference to their ordeal and the loss of their comrades. He escaped official censure, and was publicly honoured for his later work on the expedition despite the Canadian government's reservations about its overall management. Although Bartlett was criticised by an admiralty commission for taking Karluk into the ice, he was hailed as a hero by the public and by his former Karluk shipmates.\n", "labels": "How many crew members from the ship that was crushed in January 1914 were eventually rescued?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e53e1254a5c74af390cfeed95bf4ec41"}, {"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 preacher witnesses his family and a group of refugees seeking shelter in his church murdered by a gang of ruthless outlaws led by Colonel Cusack.  After his wife makes him promise to never seek revenge, he instead becomes a bounty hunter. When he steps in to defend a woman in a saloon, the bad guy and his two friends (who happen to be allied with The Colonel), give him a beating and toss him into the street.\nA woman with a \"past\", named Maggie, takes him in to care for him. He stays in her extra room, but she insists he give up his gun while at her home because she has a daughter.\nThe local sheriff, on Cusacks's payroll, is meanwhile trying to run off some squatters. The Sheriff's gang attempts to intimidate the squatters, but once The Preacher learns of the Sheriff's and The Colonel's dealings, he visits the squatters, who tell him they paid for the land but never got the deed. A few days later the Sheriff's posse burns down a few of the squatter's tents.\nThe Preacher attempts to negotiate peacefully with the Sheriff, and so visits Cusack.  Cusack tries to persuade The Preacher to join his mob, which he refuses.  The Sheriff then sends a message to The Preacher by having some of his men rough up Maggie. Unarmed still because of his agreement with Maggie, The Preacher catches the gang in the act and overcomes one of the men's guns, scaring the men off.\nThe Preacher gets his gun back from Maggie and sets out to visit the Squatters again, and is met by the Sheriff and some of his gang. The Preacher, now armed, tells the Sheriff that the squatters have a right to stay. Gunfire ensues, and The Preacher shoots the sheriff. The rest of the bad guys run off.\n", "labels": "What was the bounty hunter previously?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-030c51cb71984e29919399254f2d9000"}, {"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 preacher witnesses his family and a group of refugees seeking shelter in his church murdered by a gang of ruthless outlaws led by Colonel Cusack.  After his wife makes him promise to never seek revenge, he instead becomes a bounty hunter. When he steps in to defend a woman in a saloon, the bad guy and his two friends (who happen to be allied with The Colonel), give him a beating and toss him into the street.\nA woman with a \"past\", named Maggie, takes him in to care for him. He stays in her extra room, but she insists he give up his gun while at her home because she has a daughter.\nThe local sheriff, on Cusacks's payroll, is meanwhile trying to run off some squatters. The Sheriff's gang attempts to intimidate the squatters, but once The Preacher learns of the Sheriff's and The Colonel's dealings, he visits the squatters, who tell him they paid for the land but never got the deed. A few days later the Sheriff's posse burns down a few of the squatter's tents.\nThe Preacher attempts to negotiate peacefully with the Sheriff, and so visits Cusack.  Cusack tries to persuade The Preacher to join his mob, which he refuses.  The Sheriff then sends a message to The Preacher by having some of his men rough up Maggie. Unarmed still because of his agreement with Maggie, The Preacher catches the gang in the act and overcomes one of the men's guns, scaring the men off.\nThe Preacher gets his gun back from Maggie and sets out to visit the Squatters again, and is met by the Sheriff and some of his gang. The Preacher, now armed, tells the Sheriff that the squatters have a right to stay. Gunfire ensues, and The Preacher shoots the sheriff. The rest of the bad guys run off.\n", "labels": "Who does the man that killed the bounty hunter's wife pay to help him?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-030c51cb71984e29919399254f2d9000"}, {"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 preacher witnesses his family and a group of refugees seeking shelter in his church murdered by a gang of ruthless outlaws led by Colonel Cusack.  After his wife makes him promise to never seek revenge, he instead becomes a bounty hunter. When he steps in to defend a woman in a saloon, the bad guy and his two friends (who happen to be allied with The Colonel), give him a beating and toss him into the street.\nA woman with a \"past\", named Maggie, takes him in to care for him. He stays in her extra room, but she insists he give up his gun while at her home because she has a daughter.\nThe local sheriff, on Cusacks's payroll, is meanwhile trying to run off some squatters. The Sheriff's gang attempts to intimidate the squatters, but once The Preacher learns of the Sheriff's and The Colonel's dealings, he visits the squatters, who tell him they paid for the land but never got the deed. A few days later the Sheriff's posse burns down a few of the squatter's tents.\nThe Preacher attempts to negotiate peacefully with the Sheriff, and so visits Cusack.  Cusack tries to persuade The Preacher to join his mob, which he refuses.  The Sheriff then sends a message to The Preacher by having some of his men rough up Maggie. Unarmed still because of his agreement with Maggie, The Preacher catches the gang in the act and overcomes one of the men's guns, scaring the men off.\nThe Preacher gets his gun back from Maggie and sets out to visit the Squatters again, and is met by the Sheriff and some of his gang. The Preacher, now armed, tells the Sheriff that the squatters have a right to stay. Gunfire ensues, and The Preacher shoots the sheriff. The rest of the bad guys run off.\n", "labels": "What's the name of the person that the bounty hunter saves?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-030c51cb71984e29919399254f2d9000"}, {"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: Despite his experience as an addict, Frusciante does not view his drug use as a \"dark period\" in his life. He considers it a period of rebirth, during which he found himself and cleared his mind. Frusciante has since stopped practicing yoga, due to its effects on his back, but he still tries to meditate daily.In early 1998, the Red Hot Chili Peppers fired guitarist Dave Navarro and were on the verge of breaking up. Flea told Kiedis, \"the only way I could imagine carrying on [with the Red Hot Chili Peppers] is if we got John back in the band.\" With Frusciante free of his addictions and ailments, Kiedis and Flea thought it was an appropriate time to invite him back. When Flea visited him at his home and asked him to rejoin the band, Frusciante began sobbing and said \"nothing would make me happier in the world.\" With Frusciante back on guitar, the Chili Peppers began recording their next album, Californication, released in 1999. Frusciante's return restored a key component of the Chili Peppers' sound, as well as a healthy morale. He brought with him his deep devotion to music, which affected the band's recording style during the album. Frusciante has frequently stated that his work on Californication was his favorite.During the Californication world tour, Frusciante continued to compose his own songs, many of which would be released in 2001 on his third solo album To Record Only Water for Ten Days. The album was stylistically unlike his previous records, less markedly stream-of-consciousness or avant-garde. However, the lyrics were still very cryptic and its sound was notably stripped down. The songwriting and production of To Record Only Water for Ten Days were more efficient and straightforward than on his previous recordings. The album strayed from the alternative rock he had just written with the Chili Peppers on Californication, focusing more on electronic and new wave elements. In addition to his guitar work, Frusciante experimented with a variety of synthesizers, a distinctive feature of the record.In 2001, Frusciante began recording his fourth album with Red Hot Chili Peppers, By the Way (2002); he considered the time to be among the happiest in his life. He relished the chance the album gave him to \"keep writing better songs\". While working on By the Way, he also composed most of what would become Shadows Collide with People, as well as the songs created for the movie The Brown Bunny. His goal to improve his guitar playing on the album was largely driven by a desire to emulate guitar players such as Johnny Marr, John McGeoch and Andy Partridge. He wanted to listen to these musicians \"who weren't just about technique but more about textures\", or as he put it, \"people who used good chords\". The album marked Frusciante's shift to a more group-minded mentality within the Chili Peppers, viewing the band as a cohesive unit rather than as four separate entities.\n", "labels": "What was the name of the album that focused more on electronic and new wave elements?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-62c565705176402885c77919499f6a30"}, {"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: Despite his experience as an addict, Frusciante does not view his drug use as a \"dark period\" in his life. He considers it a period of rebirth, during which he found himself and cleared his mind. Frusciante has since stopped practicing yoga, due to its effects on his back, but he still tries to meditate daily.In early 1998, the Red Hot Chili Peppers fired guitarist Dave Navarro and were on the verge of breaking up. Flea told Kiedis, \"the only way I could imagine carrying on [with the Red Hot Chili Peppers] is if we got John back in the band.\" With Frusciante free of his addictions and ailments, Kiedis and Flea thought it was an appropriate time to invite him back. When Flea visited him at his home and asked him to rejoin the band, Frusciante began sobbing and said \"nothing would make me happier in the world.\" With Frusciante back on guitar, the Chili Peppers began recording their next album, Californication, released in 1999. Frusciante's return restored a key component of the Chili Peppers' sound, as well as a healthy morale. He brought with him his deep devotion to music, which affected the band's recording style during the album. Frusciante has frequently stated that his work on Californication was his favorite.During the Californication world tour, Frusciante continued to compose his own songs, many of which would be released in 2001 on his third solo album To Record Only Water for Ten Days. The album was stylistically unlike his previous records, less markedly stream-of-consciousness or avant-garde. However, the lyrics were still very cryptic and its sound was notably stripped down. The songwriting and production of To Record Only Water for Ten Days were more efficient and straightforward than on his previous recordings. The album strayed from the alternative rock he had just written with the Chili Peppers on Californication, focusing more on electronic and new wave elements. In addition to his guitar work, Frusciante experimented with a variety of synthesizers, a distinctive feature of the record.In 2001, Frusciante began recording his fourth album with Red Hot Chili Peppers, By the Way (2002); he considered the time to be among the happiest in his life. He relished the chance the album gave him to \"keep writing better songs\". While working on By the Way, he also composed most of what would become Shadows Collide with People, as well as the songs created for the movie The Brown Bunny. His goal to improve his guitar playing on the album was largely driven by a desire to emulate guitar players such as Johnny Marr, John McGeoch and Andy Partridge. He wanted to listen to these musicians \"who weren't just about technique but more about textures\", or as he put it, \"people who used good chords\". The album marked Frusciante's shift to a more group-minded mentality within the Chili Peppers, viewing the band as a cohesive unit rather than as four separate entities.\n", "labels": "What is the name of the person that created songs for the movie the Bunny brown?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-62c565705176402885c77919499f6a30"}, {"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: Despite his experience as an addict, Frusciante does not view his drug use as a \"dark period\" in his life. He considers it a period of rebirth, during which he found himself and cleared his mind. Frusciante has since stopped practicing yoga, due to its effects on his back, but he still tries to meditate daily.In early 1998, the Red Hot Chili Peppers fired guitarist Dave Navarro and were on the verge of breaking up. Flea told Kiedis, \"the only way I could imagine carrying on [with the Red Hot Chili Peppers] is if we got John back in the band.\" With Frusciante free of his addictions and ailments, Kiedis and Flea thought it was an appropriate time to invite him back. When Flea visited him at his home and asked him to rejoin the band, Frusciante began sobbing and said \"nothing would make me happier in the world.\" With Frusciante back on guitar, the Chili Peppers began recording their next album, Californication, released in 1999. Frusciante's return restored a key component of the Chili Peppers' sound, as well as a healthy morale. He brought with him his deep devotion to music, which affected the band's recording style during the album. Frusciante has frequently stated that his work on Californication was his favorite.During the Californication world tour, Frusciante continued to compose his own songs, many of which would be released in 2001 on his third solo album To Record Only Water for Ten Days. The album was stylistically unlike his previous records, less markedly stream-of-consciousness or avant-garde. However, the lyrics were still very cryptic and its sound was notably stripped down. The songwriting and production of To Record Only Water for Ten Days were more efficient and straightforward than on his previous recordings. The album strayed from the alternative rock he had just written with the Chili Peppers on Californication, focusing more on electronic and new wave elements. In addition to his guitar work, Frusciante experimented with a variety of synthesizers, a distinctive feature of the record.In 2001, Frusciante began recording his fourth album with Red Hot Chili Peppers, By the Way (2002); he considered the time to be among the happiest in his life. He relished the chance the album gave him to \"keep writing better songs\". While working on By the Way, he also composed most of what would become Shadows Collide with People, as well as the songs created for the movie The Brown Bunny. His goal to improve his guitar playing on the album was largely driven by a desire to emulate guitar players such as Johnny Marr, John McGeoch and Andy Partridge. He wanted to listen to these musicians \"who weren't just about technique but more about textures\", or as he put it, \"people who used good chords\". The album marked Frusciante's shift to a more group-minded mentality within the Chili Peppers, viewing the band as a cohesive unit rather than as four separate entities.\n", "labels": "What the name of Frusciante's next solo album after To Record Only Water for Ten Days?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-62c565705176402885c77919499f6a30"}, {"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: \"Freedom of the seas\" is a principle in international law dating from the seventeenth century. It stresses freedom to navigate the oceans and disapproves of war fought in international waters. Today, this concept is enshrined in the United Nations Convention on the Law of the Sea (UNCLOS), the third version of which came into force in 1994. Article 87(1) states: \"The high seas are open to all states, whether coastal or land-locked.\" Article 87(1) (a) to (f) gives a non-exhaustive list of freedoms including navigation, overflight, the laying of submarine cables, building artificial islands, fishing and scientific research. The safety of shipping is regulated by the International Maritime Organization. Its objectives include developing and maintaining a regulatory framework for shipping, maritime safety, environmental concerns, legal matters, technical co-operation and maritime security.UNCLOS defines various areas of water. \"Internal waters\" are on the landward side of a baseline and foreign vessels have no right of passage in these. \"Territorial waters\" extend to 12 nautical miles (22 kilometres; 14 miles) from the coastline and in these waters, the coastal state is free to set laws, regulate use and exploit any resource. A \"contiguous zone\" extending a further 12 nautical miles allows for hot pursuit of vessels suspected of infringing laws in four specific areas: customs, taxation, immigration and pollution. An \"exclusive economic zone\" extends for 200 nautical miles (370 kilometres; 230 miles) from the baseline. Within this area, the coastal nation has sole exploitation rights over all natural resources. The \"continental shelf\" is the natural prolongation of the land territory to the continental margin's outer edge, or 200 nautical miles from the coastal state's baseline, whichever is greater. Here the coastal nation has the exclusive right to harvest minerals and also living resources \"attached\" to the seabed.\n", "labels": "How many miles does the does the coastal nation have sole exploitation rights over natural resources?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-410ec6aaffa04587aa83867989def075"}, {"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: \"Freedom of the seas\" is a principle in international law dating from the seventeenth century. It stresses freedom to navigate the oceans and disapproves of war fought in international waters. Today, this concept is enshrined in the United Nations Convention on the Law of the Sea (UNCLOS), the third version of which came into force in 1994. Article 87(1) states: \"The high seas are open to all states, whether coastal or land-locked.\" Article 87(1) (a) to (f) gives a non-exhaustive list of freedoms including navigation, overflight, the laying of submarine cables, building artificial islands, fishing and scientific research. The safety of shipping is regulated by the International Maritime Organization. Its objectives include developing and maintaining a regulatory framework for shipping, maritime safety, environmental concerns, legal matters, technical co-operation and maritime security.UNCLOS defines various areas of water. \"Internal waters\" are on the landward side of a baseline and foreign vessels have no right of passage in these. \"Territorial waters\" extend to 12 nautical miles (22 kilometres; 14 miles) from the coastline and in these waters, the coastal state is free to set laws, regulate use and exploit any resource. A \"contiguous zone\" extending a further 12 nautical miles allows for hot pursuit of vessels suspected of infringing laws in four specific areas: customs, taxation, immigration and pollution. An \"exclusive economic zone\" extends for 200 nautical miles (370 kilometres; 230 miles) from the baseline. Within this area, the coastal nation has sole exploitation rights over all natural resources. The \"continental shelf\" is the natural prolongation of the land territory to the continental margin's outer edge, or 200 nautical miles from the coastal state's baseline, whichever is greater. Here the coastal nation has the exclusive right to harvest minerals and also living resources \"attached\" to the seabed.\n", "labels": "How many nautical miles does the does the coastal nation have sole exploitation rights over natural resources?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-410ec6aaffa04587aa83867989def075"}, {"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: \"Freedom of the seas\" is a principle in international law dating from the seventeenth century. It stresses freedom to navigate the oceans and disapproves of war fought in international waters. Today, this concept is enshrined in the United Nations Convention on the Law of the Sea (UNCLOS), the third version of which came into force in 1994. Article 87(1) states: \"The high seas are open to all states, whether coastal or land-locked.\" Article 87(1) (a) to (f) gives a non-exhaustive list of freedoms including navigation, overflight, the laying of submarine cables, building artificial islands, fishing and scientific research. The safety of shipping is regulated by the International Maritime Organization. Its objectives include developing and maintaining a regulatory framework for shipping, maritime safety, environmental concerns, legal matters, technical co-operation and maritime security.UNCLOS defines various areas of water. \"Internal waters\" are on the landward side of a baseline and foreign vessels have no right of passage in these. \"Territorial waters\" extend to 12 nautical miles (22 kilometres; 14 miles) from the coastline and in these waters, the coastal state is free to set laws, regulate use and exploit any resource. A \"contiguous zone\" extending a further 12 nautical miles allows for hot pursuit of vessels suspected of infringing laws in four specific areas: customs, taxation, immigration and pollution. An \"exclusive economic zone\" extends for 200 nautical miles (370 kilometres; 230 miles) from the baseline. Within this area, the coastal nation has sole exploitation rights over all natural resources. The \"continental shelf\" is the natural prolongation of the land territory to the continental margin's outer edge, or 200 nautical miles from the coastal state's baseline, whichever is greater. Here the coastal nation has the exclusive right to harvest minerals and also living resources \"attached\" to the seabed.\n", "labels": "How many kilometres does the does the coastal nation have sole exploitation rights over natural resources?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-410ec6aaffa04587aa83867989def075"}, {"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: \"Freedom of the seas\" is a principle in international law dating from the seventeenth century. It stresses freedom to navigate the oceans and disapproves of war fought in international waters. Today, this concept is enshrined in the United Nations Convention on the Law of the Sea (UNCLOS), the third version of which came into force in 1994. Article 87(1) states: \"The high seas are open to all states, whether coastal or land-locked.\" Article 87(1) (a) to (f) gives a non-exhaustive list of freedoms including navigation, overflight, the laying of submarine cables, building artificial islands, fishing and scientific research. The safety of shipping is regulated by the International Maritime Organization. Its objectives include developing and maintaining a regulatory framework for shipping, maritime safety, environmental concerns, legal matters, technical co-operation and maritime security.UNCLOS defines various areas of water. \"Internal waters\" are on the landward side of a baseline and foreign vessels have no right of passage in these. \"Territorial waters\" extend to 12 nautical miles (22 kilometres; 14 miles) from the coastline and in these waters, the coastal state is free to set laws, regulate use and exploit any resource. A \"contiguous zone\" extending a further 12 nautical miles allows for hot pursuit of vessels suspected of infringing laws in four specific areas: customs, taxation, immigration and pollution. An \"exclusive economic zone\" extends for 200 nautical miles (370 kilometres; 230 miles) from the baseline. Within this area, the coastal nation has sole exploitation rights over all natural resources. The \"continental shelf\" is the natural prolongation of the land territory to the continental margin's outer edge, or 200 nautical miles from the coastal state's baseline, whichever is greater. Here the coastal nation has the exclusive right to harvest minerals and also living resources \"attached\" to the seabed.\n", "labels": "What zone gives the coastal nation exclusive rights to harvest minerals?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-410ec6aaffa04587aa83867989def075"}, {"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: Canberra is home to many national monuments and institutions such as the Australian War Memorial, the National Gallery of Australia, the National Portrait Gallery, the National Library, the National Archives, the Australian Academy of Science, the National Film and Sound Archive and the National Museum. Many Commonwealth government buildings in Canberra are open to the public, including Parliament House, the High Court and the Royal Australian Mint.Lake Burley Griffin is the site of the Captain James Cook Memorial and the National Carillon. Other sites of interest include the Telstra Tower, the Australian National Botanic Gardens, the National Zoo and Aquarium, the National Dinosaur Museum and Questacon \u2013 the National Science and Technology Centre.\nThe Canberra Museum and Gallery in the city is a repository of local history and art, housing a permanent collection and visiting exhibitions. Several historic homes are open to the public: Lanyon and Tuggeranong Homesteads in the Tuggeranong Valley, Mugga-Mugga in Symonston, and Blundells' Cottage in Parkes all display the lifestyle of the early European settlers. Calthorpes' House in Red Hill is a well-preserved example of a 1920s house from Canberra's very early days.\nCanberra has many venues for live music and theatre: the Canberra Theatre and Playhouse which hosts many major concerts and productions; and Llewellyn Hall (within the ANU School of Music), a world-class concert hall are two of the most notable. The Street Theatre is a venue with less mainstream offerings. The Albert Hall was the city's first performing arts venue, opened in 1928. It was the original performance venue for theatre groups such as the Canberra Repertory Society.Stonefest was a large annual festival, for some years one of the biggest festivals in Canberra. It was downsized and rebranded as Stone Day in 2012. There are numerous bars and nightclubs which also offer live entertainment, particularly concentrated in the areas of Dickson, Kingston and the city. Most town centres have facilities for a community theatre and a cinema, and they all have a library. Popular cultural events include the National Folk Festival, the Royal Canberra Show, the Summernats car festival, Enlighten festival, the National Multicultural Festival in February and the Celebrate Canberra festival held over 10 days in March in conjunction with Canberra Day.\nCanberra maintains sister-city relationships with both Nara, Japan and Beijing, China. Canberra has friendship-city relationships with both Dili, East Timor and Hangzhou, China. City-to-city relationships encourage communities and special interest groups both locally and abroad to engage in a wide range of exchange activities. The Canberra Nara Candle Festival held annually in spring, is a community celebration of the Canberra Nara Sister City relationship. The festival is held in Canberra Nara Park on the shores of Lake Burley Griffin.\n", "labels": "What is the name of the city where the Canberra Museum and Gallery house a permanent collection and visiting exhibitions?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-a8e7dfad6f314483b6efc36b955af396"}, {"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: Canberra is home to many national monuments and institutions such as the Australian War Memorial, the National Gallery of Australia, the National Portrait Gallery, the National Library, the National Archives, the Australian Academy of Science, the National Film and Sound Archive and the National Museum. Many Commonwealth government buildings in Canberra are open to the public, including Parliament House, the High Court and the Royal Australian Mint.Lake Burley Griffin is the site of the Captain James Cook Memorial and the National Carillon. Other sites of interest include the Telstra Tower, the Australian National Botanic Gardens, the National Zoo and Aquarium, the National Dinosaur Museum and Questacon \u2013 the National Science and Technology Centre.\nThe Canberra Museum and Gallery in the city is a repository of local history and art, housing a permanent collection and visiting exhibitions. Several historic homes are open to the public: Lanyon and Tuggeranong Homesteads in the Tuggeranong Valley, Mugga-Mugga in Symonston, and Blundells' Cottage in Parkes all display the lifestyle of the early European settlers. Calthorpes' House in Red Hill is a well-preserved example of a 1920s house from Canberra's very early days.\nCanberra has many venues for live music and theatre: the Canberra Theatre and Playhouse which hosts many major concerts and productions; and Llewellyn Hall (within the ANU School of Music), a world-class concert hall are two of the most notable. The Street Theatre is a venue with less mainstream offerings. The Albert Hall was the city's first performing arts venue, opened in 1928. It was the original performance venue for theatre groups such as the Canberra Repertory Society.Stonefest was a large annual festival, for some years one of the biggest festivals in Canberra. It was downsized and rebranded as Stone Day in 2012. There are numerous bars and nightclubs which also offer live entertainment, particularly concentrated in the areas of Dickson, Kingston and the city. Most town centres have facilities for a community theatre and a cinema, and they all have a library. Popular cultural events include the National Folk Festival, the Royal Canberra Show, the Summernats car festival, Enlighten festival, the National Multicultural Festival in February and the Celebrate Canberra festival held over 10 days in March in conjunction with Canberra Day.\nCanberra maintains sister-city relationships with both Nara, Japan and Beijing, China. Canberra has friendship-city relationships with both Dili, East Timor and Hangzhou, China. City-to-city relationships encourage communities and special interest groups both locally and abroad to engage in a wide range of exchange activities. The Canberra Nara Candle Festival held annually in spring, is a community celebration of the Canberra Nara Sister City relationship. The festival is held in Canberra Nara Park on the shores of Lake Burley Griffin.\n", "labels": "What was downsized and rebranded as Stone Day in 2012?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-a8e7dfad6f314483b6efc36b955af396"}, {"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 Greek text on the Rosetta Stone provided the starting point. Ancient Greek was widely known to scholars, but they were not familiar with details of its use in the Hellenistic period as a government language in Ptolemaic Egypt; large-scale discoveries of Greek papyri were a long way in the future. Thus, the earliest translations of the Greek text of the stone show the translators still struggling with the historical context and with administrative and religious jargon. Stephen Weston verbally presented an English translation of the Greek text at a Society of Antiquaries meeting in April 1802.Meanwhile, two of the lithographic copies made in Egypt had reached the Institut de France in Paris in 1801. There, librarian and antiquarian Gabriel de La Porte du Theil set to work on a translation of the Greek, but he was dispatched elsewhere on Napoleon's orders almost immediately, and he left his unfinished work in the hands of colleague Hubert-Pascal Ameilhon. Ameilhon produced the first published translations of the Greek text in 1803, in both Latin and French to ensure that they would circulate widely. At Cambridge, Richard Porson worked on the missing lower right corner of the Greek text. He produced a skilful suggested reconstruction, which was soon being circulated by the Society of Antiquaries alongside its prints of the inscription. At almost the same moment, Christian Gottlob Heyne in G\u00f6ttingen was making a new Latin translation of the Greek text that was more reliable than Ameilhon's, which was first published in 1803. It was reprinted by the Society of Antiquaries in a special issue of its journal Archaeologia in 1811, alongside Weston's previously unpublished English translation, Colonel Turner's narrative, and other documents.\n", "labels": "What was the full name of the person who Christian Gottlob Heyne's translation was more reliable than?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1c47e6d9bdf14c88aeb6310ee3ded633"}, {"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 Greek text on the Rosetta Stone provided the starting point. Ancient Greek was widely known to scholars, but they were not familiar with details of its use in the Hellenistic period as a government language in Ptolemaic Egypt; large-scale discoveries of Greek papyri were a long way in the future. Thus, the earliest translations of the Greek text of the stone show the translators still struggling with the historical context and with administrative and religious jargon. Stephen Weston verbally presented an English translation of the Greek text at a Society of Antiquaries meeting in April 1802.Meanwhile, two of the lithographic copies made in Egypt had reached the Institut de France in Paris in 1801. There, librarian and antiquarian Gabriel de La Porte du Theil set to work on a translation of the Greek, but he was dispatched elsewhere on Napoleon's orders almost immediately, and he left his unfinished work in the hands of colleague Hubert-Pascal Ameilhon. Ameilhon produced the first published translations of the Greek text in 1803, in both Latin and French to ensure that they would circulate widely. At Cambridge, Richard Porson worked on the missing lower right corner of the Greek text. He produced a skilful suggested reconstruction, which was soon being circulated by the Society of Antiquaries alongside its prints of the inscription. At almost the same moment, Christian Gottlob Heyne in G\u00f6ttingen was making a new Latin translation of the Greek text that was more reliable than Ameilhon's, which was first published in 1803. It was reprinted by the Society of Antiquaries in a special issue of its journal Archaeologia in 1811, alongside Weston's previously unpublished English translation, Colonel Turner's narrative, and other documents.\n", "labels": "What is the first name of the person who had a previously unpublished English translation?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1c47e6d9bdf14c88aeb6310ee3ded633"}, {"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 story is set in Rome the early 4th century AD, during the time of the persecution of Christians under the Roman Emperor Diocletian.\nThe heroine of the book is Fabiola, a young beauty from a noble Roman family. She is spoiled by her father Fabius, who cannot deny her anything. Fabiola seems to have everything, including a superior education in the philosophers, yet under the surface, she is not content with her life. One day, in a fit of rage, she attacks and wounds her slave girl Syra, who is a secret Christian. The proud, spoiled Roman girl is humbled by Syra's humility, maturity and devotion to her in this situation, and a slow transformation begins, which finally culminates in her conversion to Christianity, brought on by Syra and of her own cousin Agnes, whom she adores and dotes on.\nAnother thread of the story deals with the young boy Pancratius, a pious Christian and son of a martyr, who is himself preparing for martyrdom. Pancratius' nemesis is Corvinus, a bullying schoolmate who is irritated by the young Christian's saintliness. He does everything to bring him and the Christian community of the catacombs of Rome down. This includes the orchestrating of the lynching of their former teacher Cassianus, who is secretly Christian. Yet Pancratius shows his enemy the meaning of Christian forgiveness when he saves his life shortly after Corvinus had Cassianus killed.\nAnother major villain in the story is the enigmatic Fulvius, an apparently rich young man from the East who soon reveals himself to be a hunter of Christians who turns them in to the authorities for money. His aim on the one hand is to gain the hand of either Fabiola or Agnes, and on the other hand, to uproot the Christian community in Rome. After some dramatic events that reveal his surprising connections to Syra, who is his long-lost younger sister Myriam, Fulvius rejects his evil ways, converts to Christianity and becomes a hermit.\n", "labels": "Who does the schoolmate of the saintly Christian have killed?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7c5c0b026d6449a3b4510ebdc04df50e"}, {"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 name \"Tadmor\" is known from the early second millennium BC; eighteenth century BC tablets from Mari written in cuneiform record the name as \"Ta-ad-mi-ir\", while Assyrian inscriptions of the eleventh century BC record it as Ta-ad-mar. Aramaic Palmyrene inscriptions themselves showed two variants of the name; TDMR (i.e. Tadmar) and TDMWR (i.e. Tadmor). The etymology of the name is unclear; the standard interpretation, supported by Albert Schultens, connects it to the Semitic word for \"date palm\", tamar (\u05ea\u05de\u05e8), thus referring to the palm trees that surrounded the city.The Greek name \u03a0\u03b1\u03bb\u03bc\u03cd\u03c1\u03b1 (Latinized Palmyra) is first recorded by Pliny the Elder in the 1st century AD. It was used throughout the Greco-Roman world. It is generally believed that \"Palmyra\" derives from \"Tadmor\" and two possibilities have been presented by linguists; one view holds that Palmyra was an alteration of Tadmor. According to the suggestion by Schultens, \"Palmyra\" could have arisen as a corruption of \"Tadmor\", via an unattested form \"Talmura\", changed to \"Palmura\" by influence of the Latin word palma (date \"palm\"), in reference to the city's palm trees, then the name reached its final form \"Palmyra\". The second view, supported by some philologists, such as Jean Starcky, holds that Palmyra is a translation of \"Tadmor\" (assuming that it meant palm), which had derived from the Greek word for palm, \"Palame\".An alternative suggestion connects the name to the Syriac tedmurt\u0101 (\u072c\u0715\u0721\u0718\u072a\u072c\u0710) \"miracle\", hence tedmurt\u0101 \"object of wonder\", from the root dmr \"to wonder\"; this possibility was mentioned favourably by Franz Altheim and Ruth Altheim-Stiehl (1973), but rejected by Jean Starcky (1960) and Michael Gawlikowski (1974). Michael Patrick O'Connor (1988) suggested that the names \"Palmyra\" and \"Tadmor\" originated in the Hurrian language. As evidence, he cited the inexplicability of alterations to the theorized roots of both names (represented in the addition of -d- to tamar and -ra- to palame). According to this theory, \"Tadmor\" derives from the Hurrian word tad (\"to love\") with the addition of the typical Hurrian mid vowel rising (mVr) formant mar. Similarly, according to this theory, \"Palmyra\" derives from the Hurrian word pal (\"to know\") using the same mVr formant (mar).\n", "labels": "What is the last name of the philologist that believes Palmyra to be a translation of the name known from the early second millennium BC?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-99b86ff91ad74be0b70778d855d45880"}, {"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 name \"Tadmor\" is known from the early second millennium BC; eighteenth century BC tablets from Mari written in cuneiform record the name as \"Ta-ad-mi-ir\", while Assyrian inscriptions of the eleventh century BC record it as Ta-ad-mar. Aramaic Palmyrene inscriptions themselves showed two variants of the name; TDMR (i.e. Tadmar) and TDMWR (i.e. Tadmor). The etymology of the name is unclear; the standard interpretation, supported by Albert Schultens, connects it to the Semitic word for \"date palm\", tamar (\u05ea\u05de\u05e8), thus referring to the palm trees that surrounded the city.The Greek name \u03a0\u03b1\u03bb\u03bc\u03cd\u03c1\u03b1 (Latinized Palmyra) is first recorded by Pliny the Elder in the 1st century AD. It was used throughout the Greco-Roman world. It is generally believed that \"Palmyra\" derives from \"Tadmor\" and two possibilities have been presented by linguists; one view holds that Palmyra was an alteration of Tadmor. According to the suggestion by Schultens, \"Palmyra\" could have arisen as a corruption of \"Tadmor\", via an unattested form \"Talmura\", changed to \"Palmura\" by influence of the Latin word palma (date \"palm\"), in reference to the city's palm trees, then the name reached its final form \"Palmyra\". The second view, supported by some philologists, such as Jean Starcky, holds that Palmyra is a translation of \"Tadmor\" (assuming that it meant palm), which had derived from the Greek word for palm, \"Palame\".An alternative suggestion connects the name to the Syriac tedmurt\u0101 (\u072c\u0715\u0721\u0718\u072a\u072c\u0710) \"miracle\", hence tedmurt\u0101 \"object of wonder\", from the root dmr \"to wonder\"; this possibility was mentioned favourably by Franz Altheim and Ruth Altheim-Stiehl (1973), but rejected by Jean Starcky (1960) and Michael Gawlikowski (1974). Michael Patrick O'Connor (1988) suggested that the names \"Palmyra\" and \"Tadmor\" originated in the Hurrian language. As evidence, he cited the inexplicability of alterations to the theorized roots of both names (represented in the addition of -d- to tamar and -ra- to palame). According to this theory, \"Tadmor\" derives from the Hurrian word tad (\"to love\") with the addition of the typical Hurrian mid vowel rising (mVr) formant mar. Similarly, according to this theory, \"Palmyra\" derives from the Hurrian word pal (\"to know\") using the same mVr formant (mar).\n", "labels": "What is the first name of the person who cited the inexplicability of alterations to the theorized roots of both names?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-99b86ff91ad74be0b70778d855d45880"}, {"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: Pulakeshin II conquered the eastern Deccan, corresponding to the coastal districts of modern Andhra Pradesh in 616, defeating the remnants of the Vishnukundina kingdom. He appointed his brother Kubja Vishnuvardhana as Viceroy in 621. Thus the Eastern Chalukyas were originally of Kannada stock. After the death of Pulakeshin II, the Vengi Viceroyalty developed into an independent kingdom and included the region between Nellore and Visakhapatnam.After the decline of the Badami Chalukya empire in the mid-8th century, territorial disputes flared up between the Rashtrakutas, the new rulers of the western deccan, and the Eastern Chalukyas. For much of the next two centuries, the Eastern Chalukyas had to accept subordination towards the Rashtrakutas. Apart from a rare military success, such as the one by Vijayaditya II(c.808\u2013847), it was only during the rule of Bhima I (c.892\u2013921) that these Chalukyas were able to celebrate a measure of independence. After the death of Bhima I, the Andhra region once again saw succession disputes and interference in Vengi affairs by the Rashtrakutas.The fortunes of the Eastern Chalukyas took a turn around 1000. Danarnava, their king, was killed in battle in 973 by the Telugu Choda King Bhima who then imposed his rule over the region for twenty-seven years. During this time, Danarnava's two sons took refuge in the Chola kingdom. Choda Bhima's invasion of Tondaimandalam, a Chola territory, and his subsequent death on the battlefield opened up a new era in Chola\u2013Chalukya relations. Saktivarman I, the elder son of Danarnava was crowned as the ruler of Vengi in 1000, though under the control of king Rajaraja Chola I. This new relationship between the Cholas and the coastal Andhra kingdom was unacceptable to the Western Chalukyas, who had by then replaced the Rashtrakutas as the main power in the western Deccan. The Western Chalukyas sought to brook the growing Chola influence in the Vengi region but were unsuccessful.Initially, the Eastern Chalukyas had encouraged Kannada language and literature, though, after a period of time, local factors took over and they gave importance to Telugu language. Telugu literature owes its growth to the Eastern Chalukyas.\n", "labels": "What is the name of the man that appointed his brother as viceroy after taking easter Deccan?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-800133293e064f1784dca771ce0dcab4"}, {"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: Pulakeshin II conquered the eastern Deccan, corresponding to the coastal districts of modern Andhra Pradesh in 616, defeating the remnants of the Vishnukundina kingdom. He appointed his brother Kubja Vishnuvardhana as Viceroy in 621. Thus the Eastern Chalukyas were originally of Kannada stock. After the death of Pulakeshin II, the Vengi Viceroyalty developed into an independent kingdom and included the region between Nellore and Visakhapatnam.After the decline of the Badami Chalukya empire in the mid-8th century, territorial disputes flared up between the Rashtrakutas, the new rulers of the western deccan, and the Eastern Chalukyas. For much of the next two centuries, the Eastern Chalukyas had to accept subordination towards the Rashtrakutas. Apart from a rare military success, such as the one by Vijayaditya II(c.808\u2013847), it was only during the rule of Bhima I (c.892\u2013921) that these Chalukyas were able to celebrate a measure of independence. After the death of Bhima I, the Andhra region once again saw succession disputes and interference in Vengi affairs by the Rashtrakutas.The fortunes of the Eastern Chalukyas took a turn around 1000. Danarnava, their king, was killed in battle in 973 by the Telugu Choda King Bhima who then imposed his rule over the region for twenty-seven years. During this time, Danarnava's two sons took refuge in the Chola kingdom. Choda Bhima's invasion of Tondaimandalam, a Chola territory, and his subsequent death on the battlefield opened up a new era in Chola\u2013Chalukya relations. Saktivarman I, the elder son of Danarnava was crowned as the ruler of Vengi in 1000, though under the control of king Rajaraja Chola I. This new relationship between the Cholas and the coastal Andhra kingdom was unacceptable to the Western Chalukyas, who had by then replaced the Rashtrakutas as the main power in the western Deccan. The Western Chalukyas sought to brook the growing Chola influence in the Vengi region but were unsuccessful.Initially, the Eastern Chalukyas had encouraged Kannada language and literature, though, after a period of time, local factors took over and they gave importance to Telugu language. Telugu literature owes its growth to the Eastern Chalukyas.\n", "labels": "Who were the people that only achieved independence under one leader?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-800133293e064f1784dca771ce0dcab4"}, {"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: Pulakeshin II conquered the eastern Deccan, corresponding to the coastal districts of modern Andhra Pradesh in 616, defeating the remnants of the Vishnukundina kingdom. He appointed his brother Kubja Vishnuvardhana as Viceroy in 621. Thus the Eastern Chalukyas were originally of Kannada stock. After the death of Pulakeshin II, the Vengi Viceroyalty developed into an independent kingdom and included the region between Nellore and Visakhapatnam.After the decline of the Badami Chalukya empire in the mid-8th century, territorial disputes flared up between the Rashtrakutas, the new rulers of the western deccan, and the Eastern Chalukyas. For much of the next two centuries, the Eastern Chalukyas had to accept subordination towards the Rashtrakutas. Apart from a rare military success, such as the one by Vijayaditya II(c.808\u2013847), it was only during the rule of Bhima I (c.892\u2013921) that these Chalukyas were able to celebrate a measure of independence. After the death of Bhima I, the Andhra region once again saw succession disputes and interference in Vengi affairs by the Rashtrakutas.The fortunes of the Eastern Chalukyas took a turn around 1000. Danarnava, their king, was killed in battle in 973 by the Telugu Choda King Bhima who then imposed his rule over the region for twenty-seven years. During this time, Danarnava's two sons took refuge in the Chola kingdom. Choda Bhima's invasion of Tondaimandalam, a Chola territory, and his subsequent death on the battlefield opened up a new era in Chola\u2013Chalukya relations. Saktivarman I, the elder son of Danarnava was crowned as the ruler of Vengi in 1000, though under the control of king Rajaraja Chola I. This new relationship between the Cholas and the coastal Andhra kingdom was unacceptable to the Western Chalukyas, who had by then replaced the Rashtrakutas as the main power in the western Deccan. The Western Chalukyas sought to brook the growing Chola influence in the Vengi region but were unsuccessful.Initially, the Eastern Chalukyas had encouraged Kannada language and literature, though, after a period of time, local factors took over and they gave importance to Telugu language. Telugu literature owes its growth to the Eastern Chalukyas.\n", "labels": "What is the full name of the person that killed the king of the people that had a limited measure of independence?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-800133293e064f1784dca771ce0dcab4"}, {"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: Pulakeshin II conquered the eastern Deccan, corresponding to the coastal districts of modern Andhra Pradesh in 616, defeating the remnants of the Vishnukundina kingdom. He appointed his brother Kubja Vishnuvardhana as Viceroy in 621. Thus the Eastern Chalukyas were originally of Kannada stock. After the death of Pulakeshin II, the Vengi Viceroyalty developed into an independent kingdom and included the region between Nellore and Visakhapatnam.After the decline of the Badami Chalukya empire in the mid-8th century, territorial disputes flared up between the Rashtrakutas, the new rulers of the western deccan, and the Eastern Chalukyas. For much of the next two centuries, the Eastern Chalukyas had to accept subordination towards the Rashtrakutas. Apart from a rare military success, such as the one by Vijayaditya II(c.808\u2013847), it was only during the rule of Bhima I (c.892\u2013921) that these Chalukyas were able to celebrate a measure of independence. After the death of Bhima I, the Andhra region once again saw succession disputes and interference in Vengi affairs by the Rashtrakutas.The fortunes of the Eastern Chalukyas took a turn around 1000. Danarnava, their king, was killed in battle in 973 by the Telugu Choda King Bhima who then imposed his rule over the region for twenty-seven years. During this time, Danarnava's two sons took refuge in the Chola kingdom. Choda Bhima's invasion of Tondaimandalam, a Chola territory, and his subsequent death on the battlefield opened up a new era in Chola\u2013Chalukya relations. Saktivarman I, the elder son of Danarnava was crowned as the ruler of Vengi in 1000, though under the control of king Rajaraja Chola I. This new relationship between the Cholas and the coastal Andhra kingdom was unacceptable to the Western Chalukyas, who had by then replaced the Rashtrakutas as the main power in the western Deccan. The Western Chalukyas sought to brook the growing Chola influence in the Vengi region but were unsuccessful.Initially, the Eastern Chalukyas had encouraged Kannada language and literature, though, after a period of time, local factors took over and they gave importance to Telugu language. Telugu literature owes its growth to the Eastern Chalukyas.\n", "labels": "Which son of the slain king rose to power after the man who killed his father died in battle?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-800133293e064f1784dca771ce0dcab4"}, {"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: Pulakeshin II conquered the eastern Deccan, corresponding to the coastal districts of modern Andhra Pradesh in 616, defeating the remnants of the Vishnukundina kingdom. He appointed his brother Kubja Vishnuvardhana as Viceroy in 621. Thus the Eastern Chalukyas were originally of Kannada stock. After the death of Pulakeshin II, the Vengi Viceroyalty developed into an independent kingdom and included the region between Nellore and Visakhapatnam.After the decline of the Badami Chalukya empire in the mid-8th century, territorial disputes flared up between the Rashtrakutas, the new rulers of the western deccan, and the Eastern Chalukyas. For much of the next two centuries, the Eastern Chalukyas had to accept subordination towards the Rashtrakutas. Apart from a rare military success, such as the one by Vijayaditya II(c.808\u2013847), it was only during the rule of Bhima I (c.892\u2013921) that these Chalukyas were able to celebrate a measure of independence. After the death of Bhima I, the Andhra region once again saw succession disputes and interference in Vengi affairs by the Rashtrakutas.The fortunes of the Eastern Chalukyas took a turn around 1000. Danarnava, their king, was killed in battle in 973 by the Telugu Choda King Bhima who then imposed his rule over the region for twenty-seven years. During this time, Danarnava's two sons took refuge in the Chola kingdom. Choda Bhima's invasion of Tondaimandalam, a Chola territory, and his subsequent death on the battlefield opened up a new era in Chola\u2013Chalukya relations. Saktivarman I, the elder son of Danarnava was crowned as the ruler of Vengi in 1000, though under the control of king Rajaraja Chola I. This new relationship between the Cholas and the coastal Andhra kingdom was unacceptable to the Western Chalukyas, who had by then replaced the Rashtrakutas as the main power in the western Deccan. The Western Chalukyas sought to brook the growing Chola influence in the Vengi region but were unsuccessful.Initially, the Eastern Chalukyas had encouraged Kannada language and literature, though, after a period of time, local factors took over and they gave importance to Telugu language. Telugu literature owes its growth to the Eastern Chalukyas.\n", "labels": "What culture's literature grew due to the group that only had a limited measure of independence?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-800133293e064f1784dca771ce0dcab4"}, {"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: At a London music hall theatre, Richard Hannay is watching a demonstration of the superlative powers of recall of \"Mr. Memory\" (Wylie Watson) when shots are fired. In the ensuing panic, Hannay finds himself holding a seemingly frightened Annabella Smith, who talks him into taking her back to his flat. There, she tells him that she is a spy, being chased by assassins, and that she has uncovered a plot to steal vital British military information, masterminded by a man with the top joint missing from one of his fingers. She mentions the \"39 Steps\", but does not explain its meaning.\nLater that night Smith, fatally stabbed, bursts into Hannay's bedroom and warns him to flee. He finds a map of the Scottish Highlands clutched in her hand, showing the area around Killin, with a house or farm named \"Alt-na-Shellach\" circled. He sneaks out of his flat disguised as a milkman to avoid the assassins waiting outside. He then boards the Flying Scotsman express train to Scotland. He learns from a newspaper article (read by a pair of women's undergarment salesmen) that he is the target of a nationwide manhunt for Smith's murder. When he sees the police searching the train, he enters a compartment and kisses the sole occupant, Pamela, in a desperate attempt to hide his face and escape detection. She frees herself from his unwanted embrace and alerts the policemen, who stop the train on the Forth Bridge. Hannay then escapes, hiding behind the bridge's truss.\n", "labels": "What is the full name of the person who mentions, but does not explain, the \"39 Steps\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-926fc5150e3b4b4eb11136e76533dd81"}, {"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: At a London music hall theatre, Richard Hannay is watching a demonstration of the superlative powers of recall of \"Mr. Memory\" (Wylie Watson) when shots are fired. In the ensuing panic, Hannay finds himself holding a seemingly frightened Annabella Smith, who talks him into taking her back to his flat. There, she tells him that she is a spy, being chased by assassins, and that she has uncovered a plot to steal vital British military information, masterminded by a man with the top joint missing from one of his fingers. She mentions the \"39 Steps\", but does not explain its meaning.\nLater that night Smith, fatally stabbed, bursts into Hannay's bedroom and warns him to flee. He finds a map of the Scottish Highlands clutched in her hand, showing the area around Killin, with a house or farm named \"Alt-na-Shellach\" circled. He sneaks out of his flat disguised as a milkman to avoid the assassins waiting outside. He then boards the Flying Scotsman express train to Scotland. He learns from a newspaper article (read by a pair of women's undergarment salesmen) that he is the target of a nationwide manhunt for Smith's murder. When he sees the police searching the train, he enters a compartment and kisses the sole occupant, Pamela, in a desperate attempt to hide his face and escape detection. She frees herself from his unwanted embrace and alerts the policemen, who stop the train on the Forth Bridge. Hannay then escapes, hiding behind the bridge's truss.\n", "labels": "What is the full name of the character who attempts to avoid the police by kissing Pamela?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-926fc5150e3b4b4eb11136e76533dd81"}, {"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: At a London music hall theatre, Richard Hannay is watching a demonstration of the superlative powers of recall of \"Mr. Memory\" (Wylie Watson) when shots are fired. In the ensuing panic, Hannay finds himself holding a seemingly frightened Annabella Smith, who talks him into taking her back to his flat. There, she tells him that she is a spy, being chased by assassins, and that she has uncovered a plot to steal vital British military information, masterminded by a man with the top joint missing from one of his fingers. She mentions the \"39 Steps\", but does not explain its meaning.\nLater that night Smith, fatally stabbed, bursts into Hannay's bedroom and warns him to flee. He finds a map of the Scottish Highlands clutched in her hand, showing the area around Killin, with a house or farm named \"Alt-na-Shellach\" circled. He sneaks out of his flat disguised as a milkman to avoid the assassins waiting outside. He then boards the Flying Scotsman express train to Scotland. He learns from a newspaper article (read by a pair of women's undergarment salesmen) that he is the target of a nationwide manhunt for Smith's murder. When he sees the police searching the train, he enters a compartment and kisses the sole occupant, Pamela, in a desperate attempt to hide his face and escape detection. She frees herself from his unwanted embrace and alerts the policemen, who stop the train on the Forth Bridge. Hannay then escapes, hiding behind the bridge's truss.\n", "labels": "What's the full name of the person posing as a milkman?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-926fc5150e3b4b4eb11136e76533dd81"}, {"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: At a London music hall theatre, Richard Hannay is watching a demonstration of the superlative powers of recall of \"Mr. Memory\" (Wylie Watson) when shots are fired. In the ensuing panic, Hannay finds himself holding a seemingly frightened Annabella Smith, who talks him into taking her back to his flat. There, she tells him that she is a spy, being chased by assassins, and that she has uncovered a plot to steal vital British military information, masterminded by a man with the top joint missing from one of his fingers. She mentions the \"39 Steps\", but does not explain its meaning.\nLater that night Smith, fatally stabbed, bursts into Hannay's bedroom and warns him to flee. He finds a map of the Scottish Highlands clutched in her hand, showing the area around Killin, with a house or farm named \"Alt-na-Shellach\" circled. He sneaks out of his flat disguised as a milkman to avoid the assassins waiting outside. He then boards the Flying Scotsman express train to Scotland. He learns from a newspaper article (read by a pair of women's undergarment salesmen) that he is the target of a nationwide manhunt for Smith's murder. When he sees the police searching the train, he enters a compartment and kisses the sole occupant, Pamela, in a desperate attempt to hide his face and escape detection. She frees herself from his unwanted embrace and alerts the policemen, who stop the train on the Forth Bridge. Hannay then escapes, hiding behind the bridge's truss.\n", "labels": "What item does Richard acquire from the spy?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-926fc5150e3b4b4eb11136e76533dd81"}, {"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: At a London music hall theatre, Richard Hannay is watching a demonstration of the superlative powers of recall of \"Mr. Memory\" (Wylie Watson) when shots are fired. In the ensuing panic, Hannay finds himself holding a seemingly frightened Annabella Smith, who talks him into taking her back to his flat. There, she tells him that she is a spy, being chased by assassins, and that she has uncovered a plot to steal vital British military information, masterminded by a man with the top joint missing from one of his fingers. She mentions the \"39 Steps\", but does not explain its meaning.\nLater that night Smith, fatally stabbed, bursts into Hannay's bedroom and warns him to flee. He finds a map of the Scottish Highlands clutched in her hand, showing the area around Killin, with a house or farm named \"Alt-na-Shellach\" circled. He sneaks out of his flat disguised as a milkman to avoid the assassins waiting outside. He then boards the Flying Scotsman express train to Scotland. He learns from a newspaper article (read by a pair of women's undergarment salesmen) that he is the target of a nationwide manhunt for Smith's murder. When he sees the police searching the train, he enters a compartment and kisses the sole occupant, Pamela, in a desperate attempt to hide his face and escape detection. She frees herself from his unwanted embrace and alerts the policemen, who stop the train on the Forth Bridge. Hannay then escapes, hiding behind the bridge's truss.\n", "labels": "What's the occupation of the person it is believed Richard Hannay killed?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-926fc5150e3b4b4eb11136e76533dd81"}, {"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: At a London music hall theatre, Richard Hannay is watching a demonstration of the superlative powers of recall of \"Mr. Memory\" (Wylie Watson) when shots are fired. In the ensuing panic, Hannay finds himself holding a seemingly frightened Annabella Smith, who talks him into taking her back to his flat. There, she tells him that she is a spy, being chased by assassins, and that she has uncovered a plot to steal vital British military information, masterminded by a man with the top joint missing from one of his fingers. She mentions the \"39 Steps\", but does not explain its meaning.\nLater that night Smith, fatally stabbed, bursts into Hannay's bedroom and warns him to flee. He finds a map of the Scottish Highlands clutched in her hand, showing the area around Killin, with a house or farm named \"Alt-na-Shellach\" circled. He sneaks out of his flat disguised as a milkman to avoid the assassins waiting outside. He then boards the Flying Scotsman express train to Scotland. He learns from a newspaper article (read by a pair of women's undergarment salesmen) that he is the target of a nationwide manhunt for Smith's murder. When he sees the police searching the train, he enters a compartment and kisses the sole occupant, Pamela, in a desperate attempt to hide his face and escape detection. She frees herself from his unwanted embrace and alerts the policemen, who stop the train on the Forth Bridge. Hannay then escapes, hiding behind the bridge's truss.\n", "labels": "Where does the Flying Scotsman stop?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-926fc5150e3b4b4eb11136e76533dd81"}, {"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: At a London music hall theatre, Richard Hannay is watching a demonstration of the superlative powers of recall of \"Mr. Memory\" (Wylie Watson) when shots are fired. In the ensuing panic, Hannay finds himself holding a seemingly frightened Annabella Smith, who talks him into taking her back to his flat. There, she tells him that she is a spy, being chased by assassins, and that she has uncovered a plot to steal vital British military information, masterminded by a man with the top joint missing from one of his fingers. She mentions the \"39 Steps\", but does not explain its meaning.\nLater that night Smith, fatally stabbed, bursts into Hannay's bedroom and warns him to flee. He finds a map of the Scottish Highlands clutched in her hand, showing the area around Killin, with a house or farm named \"Alt-na-Shellach\" circled. He sneaks out of his flat disguised as a milkman to avoid the assassins waiting outside. He then boards the Flying Scotsman express train to Scotland. He learns from a newspaper article (read by a pair of women's undergarment salesmen) that he is the target of a nationwide manhunt for Smith's murder. When he sees the police searching the train, he enters a compartment and kisses the sole occupant, Pamela, in a desperate attempt to hide his face and escape detection. She frees herself from his unwanted embrace and alerts the policemen, who stop the train on the Forth Bridge. Hannay then escapes, hiding behind the bridge's truss.\n", "labels": "How does the music hall theatre attendee realize he's suspected of killing the spy?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-926fc5150e3b4b4eb11136e76533dd81"}, {"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: At a London music hall theatre, Richard Hannay is watching a demonstration of the superlative powers of recall of \"Mr. Memory\" (Wylie Watson) when shots are fired. In the ensuing panic, Hannay finds himself holding a seemingly frightened Annabella Smith, who talks him into taking her back to his flat. There, she tells him that she is a spy, being chased by assassins, and that she has uncovered a plot to steal vital British military information, masterminded by a man with the top joint missing from one of his fingers. She mentions the \"39 Steps\", but does not explain its meaning.\nLater that night Smith, fatally stabbed, bursts into Hannay's bedroom and warns him to flee. He finds a map of the Scottish Highlands clutched in her hand, showing the area around Killin, with a house or farm named \"Alt-na-Shellach\" circled. He sneaks out of his flat disguised as a milkman to avoid the assassins waiting outside. He then boards the Flying Scotsman express train to Scotland. He learns from a newspaper article (read by a pair of women's undergarment salesmen) that he is the target of a nationwide manhunt for Smith's murder. When he sees the police searching the train, he enters a compartment and kisses the sole occupant, Pamela, in a desperate attempt to hide his face and escape detection. She frees herself from his unwanted embrace and alerts the policemen, who stop the train on the Forth Bridge. Hannay then escapes, hiding behind the bridge's truss.\n", "labels": "How does the man thought to have murdered the spy disguise himself?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-926fc5150e3b4b4eb11136e76533dd81"}, {"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: At a London music hall theatre, Richard Hannay is watching a demonstration of the superlative powers of recall of \"Mr. Memory\" (Wylie Watson) when shots are fired. In the ensuing panic, Hannay finds himself holding a seemingly frightened Annabella Smith, who talks him into taking her back to his flat. There, she tells him that she is a spy, being chased by assassins, and that she has uncovered a plot to steal vital British military information, masterminded by a man with the top joint missing from one of his fingers. She mentions the \"39 Steps\", but does not explain its meaning.\nLater that night Smith, fatally stabbed, bursts into Hannay's bedroom and warns him to flee. He finds a map of the Scottish Highlands clutched in her hand, showing the area around Killin, with a house or farm named \"Alt-na-Shellach\" circled. He sneaks out of his flat disguised as a milkman to avoid the assassins waiting outside. He then boards the Flying Scotsman express train to Scotland. He learns from a newspaper article (read by a pair of women's undergarment salesmen) that he is the target of a nationwide manhunt for Smith's murder. When he sees the police searching the train, he enters a compartment and kisses the sole occupant, Pamela, in a desperate attempt to hide his face and escape detection. She frees herself from his unwanted embrace and alerts the policemen, who stop the train on the Forth Bridge. Hannay then escapes, hiding behind the bridge's truss.\n", "labels": "What is the full name of the person that dressed like a milkman?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-926fc5150e3b4b4eb11136e76533dd81"}, {"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: At a London music hall theatre, Richard Hannay is watching a demonstration of the superlative powers of recall of \"Mr. Memory\" (Wylie Watson) when shots are fired. In the ensuing panic, Hannay finds himself holding a seemingly frightened Annabella Smith, who talks him into taking her back to his flat. There, she tells him that she is a spy, being chased by assassins, and that she has uncovered a plot to steal vital British military information, masterminded by a man with the top joint missing from one of his fingers. She mentions the \"39 Steps\", but does not explain its meaning.\nLater that night Smith, fatally stabbed, bursts into Hannay's bedroom and warns him to flee. He finds a map of the Scottish Highlands clutched in her hand, showing the area around Killin, with a house or farm named \"Alt-na-Shellach\" circled. He sneaks out of his flat disguised as a milkman to avoid the assassins waiting outside. He then boards the Flying Scotsman express train to Scotland. He learns from a newspaper article (read by a pair of women's undergarment salesmen) that he is the target of a nationwide manhunt for Smith's murder. When he sees the police searching the train, he enters a compartment and kisses the sole occupant, Pamela, in a desperate attempt to hide his face and escape detection. She frees herself from his unwanted embrace and alerts the policemen, who stop the train on the Forth Bridge. Hannay then escapes, hiding behind the bridge's truss.\n", "labels": "What is the full name of the person that kissed Pamela?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-926fc5150e3b4b4eb11136e76533dd81"}, {"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: At a London music hall theatre, Richard Hannay is watching a demonstration of the superlative powers of recall of \"Mr. Memory\" (Wylie Watson) when shots are fired. In the ensuing panic, Hannay finds himself holding a seemingly frightened Annabella Smith, who talks him into taking her back to his flat. There, she tells him that she is a spy, being chased by assassins, and that she has uncovered a plot to steal vital British military information, masterminded by a man with the top joint missing from one of his fingers. She mentions the \"39 Steps\", but does not explain its meaning.\nLater that night Smith, fatally stabbed, bursts into Hannay's bedroom and warns him to flee. He finds a map of the Scottish Highlands clutched in her hand, showing the area around Killin, with a house or farm named \"Alt-na-Shellach\" circled. He sneaks out of his flat disguised as a milkman to avoid the assassins waiting outside. He then boards the Flying Scotsman express train to Scotland. He learns from a newspaper article (read by a pair of women's undergarment salesmen) that he is the target of a nationwide manhunt for Smith's murder. When he sees the police searching the train, he enters a compartment and kisses the sole occupant, Pamela, in a desperate attempt to hide his face and escape detection. She frees herself from his unwanted embrace and alerts the policemen, who stop the train on the Forth Bridge. Hannay then escapes, hiding behind the bridge's truss.\n", "labels": "What is the full name of the person that the police are searching the train for?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-926fc5150e3b4b4eb11136e76533dd81"}, {"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 bottom section of Tilden's \"promontory\" extension, the dining room contains the original suite of table and dining chairs designed by Heal's to Churchill's exacting requirements \u2013 (see box). An early study for a planned picture by William Nicholson entitled Breakfast at Chartwell hangs in the room. Nicholson, a frequent visitor to Chartwell who gave Churchill painting lessons, drew the  study for a finished picture which was intended as a present for the Churchills' Silver Wedding anniversary in 1933 but, disliking the final version, Nicholson destroyed it. The picture depicts the Churchills breakfasting together, which in fact they rarely did, and Churchill's marmalade cat, Tango. The tradition of keeping a marmalade cat at Chartwell, which Churchill began and followed throughout his ownership, is maintained by the National Trust in accordance with Churchill's wishes. In a letter to Randolph written in May 1942, Churchill wrote of a brief visit to Chartwell the previous week, \"the goose and the black swan have both fallen victim to the fox. The Yellow Cat however made me sensible of his continuing friendship, although I had not been there for eight months\".Above the dining room is the drawing room and, above that, Lady Churchill's bedroom, described by Churchill as \"a magnificent aerial bower\".\n", "labels": "What is the first name of the person who is a frequent visitor to Chartwell?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b381b1f3f2364bb3af335044d27dc3cf"}, {"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 bottom section of Tilden's \"promontory\" extension, the dining room contains the original suite of table and dining chairs designed by Heal's to Churchill's exacting requirements \u2013 (see box). An early study for a planned picture by William Nicholson entitled Breakfast at Chartwell hangs in the room. Nicholson, a frequent visitor to Chartwell who gave Churchill painting lessons, drew the  study for a finished picture which was intended as a present for the Churchills' Silver Wedding anniversary in 1933 but, disliking the final version, Nicholson destroyed it. The picture depicts the Churchills breakfasting together, which in fact they rarely did, and Churchill's marmalade cat, Tango. The tradition of keeping a marmalade cat at Chartwell, which Churchill began and followed throughout his ownership, is maintained by the National Trust in accordance with Churchill's wishes. In a letter to Randolph written in May 1942, Churchill wrote of a brief visit to Chartwell the previous week, \"the goose and the black swan have both fallen victim to the fox. The Yellow Cat however made me sensible of his continuing friendship, although I had not been there for eight months\".Above the dining room is the drawing room and, above that, Lady Churchill's bedroom, described by Churchill as \"a magnificent aerial bower\".\n", "labels": "What is the first name of the person who destroyed what was supposed to be a gift for Churchill?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b381b1f3f2364bb3af335044d27dc3cf"}, {"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 bottom section of Tilden's \"promontory\" extension, the dining room contains the original suite of table and dining chairs designed by Heal's to Churchill's exacting requirements \u2013 (see box). An early study for a planned picture by William Nicholson entitled Breakfast at Chartwell hangs in the room. Nicholson, a frequent visitor to Chartwell who gave Churchill painting lessons, drew the  study for a finished picture which was intended as a present for the Churchills' Silver Wedding anniversary in 1933 but, disliking the final version, Nicholson destroyed it. The picture depicts the Churchills breakfasting together, which in fact they rarely did, and Churchill's marmalade cat, Tango. The tradition of keeping a marmalade cat at Chartwell, which Churchill began and followed throughout his ownership, is maintained by the National Trust in accordance with Churchill's wishes. In a letter to Randolph written in May 1942, Churchill wrote of a brief visit to Chartwell the previous week, \"the goose and the black swan have both fallen victim to the fox. The Yellow Cat however made me sensible of his continuing friendship, although I had not been there for eight months\".Above the dining room is the drawing room and, above that, Lady Churchill's bedroom, described by Churchill as \"a magnificent aerial bower\".\n", "labels": "What is the name of the person who owned Chartwell?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b381b1f3f2364bb3af335044d27dc3cf"}, {"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 bottom section of Tilden's \"promontory\" extension, the dining room contains the original suite of table and dining chairs designed by Heal's to Churchill's exacting requirements \u2013 (see box). An early study for a planned picture by William Nicholson entitled Breakfast at Chartwell hangs in the room. Nicholson, a frequent visitor to Chartwell who gave Churchill painting lessons, drew the  study for a finished picture which was intended as a present for the Churchills' Silver Wedding anniversary in 1933 but, disliking the final version, Nicholson destroyed it. The picture depicts the Churchills breakfasting together, which in fact they rarely did, and Churchill's marmalade cat, Tango. The tradition of keeping a marmalade cat at Chartwell, which Churchill began and followed throughout his ownership, is maintained by the National Trust in accordance with Churchill's wishes. In a letter to Randolph written in May 1942, Churchill wrote of a brief visit to Chartwell the previous week, \"the goose and the black swan have both fallen victim to the fox. The Yellow Cat however made me sensible of his continuing friendship, although I had not been there for eight months\".Above the dining room is the drawing room and, above that, Lady Churchill's bedroom, described by Churchill as \"a magnificent aerial bower\".\n", "labels": "What is the name of the person who had not been home in eight months?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b381b1f3f2364bb3af335044d27dc3cf"}, {"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 bottom section of Tilden's \"promontory\" extension, the dining room contains the original suite of table and dining chairs designed by Heal's to Churchill's exacting requirements \u2013 (see box). An early study for a planned picture by William Nicholson entitled Breakfast at Chartwell hangs in the room. Nicholson, a frequent visitor to Chartwell who gave Churchill painting lessons, drew the  study for a finished picture which was intended as a present for the Churchills' Silver Wedding anniversary in 1933 but, disliking the final version, Nicholson destroyed it. The picture depicts the Churchills breakfasting together, which in fact they rarely did, and Churchill's marmalade cat, Tango. The tradition of keeping a marmalade cat at Chartwell, which Churchill began and followed throughout his ownership, is maintained by the National Trust in accordance with Churchill's wishes. In a letter to Randolph written in May 1942, Churchill wrote of a brief visit to Chartwell the previous week, \"the goose and the black swan have both fallen victim to the fox. The Yellow Cat however made me sensible of his continuing friendship, although I had not been there for eight months\".Above the dining room is the drawing room and, above that, Lady Churchill's bedroom, described by Churchill as \"a magnificent aerial bower\".\n", "labels": "Who did Churchill tell he had not been home in eight months?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b381b1f3f2364bb3af335044d27dc3cf"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "What label was the initial single of the band that toured in a blue van released on?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "What is the full name of manager that moved to be close to the group that dealt with an arduous touring circuit?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "What is the name of the hometown of the person who drove the blue tour van for the band?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "Who produced the single that had an initial pressing of 1,000 copies?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "What are the full names of the two individuals in the pair who discovered they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "What is the title of the single initially distributed as a four-track demo tape to clubs?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "What is the title of the single that single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "What is the title of the single that quickly sold out, and for which another 6,000 copies were pressed due to popular demand?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "What was the last name of the manager for the band that considered naming themselves Twisted Kites?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "What town did the record store clerk who became manager of the band that featured Michael Stipe move from?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "What was the name of the first single recorded by the band that toured through the Southern United States in a van?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "What is the last name of the producer who provided the studio where the band that rehearsed in a deconsecrated church recorded their first single?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "What was the name of the record label that released the first single of the band that considered naming themselves Cans of Piss?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "How many of the original 1,000 pressings of the first single by the band that dropped out of school to focus on their group were sent out as promotional copies?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "What publication listed the first single by the band that named themselves after rapid eye movement one of the ten best of the year?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"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 Netherlands provided William Bruce with many of his influences. He was in the Low Countries at a time when Italian Classicism was the height of fashion, and similarities have been observed between Bruce's work, particularly Holyroodhouse, and such buildings as the Amsterdam City Hall (1648\u201365), the work of Jacob van Campen, and Maastricht's City Hall (1659\u201364), by Pieter Post. Alexander Bruce had married a Dutch woman with family ties to the House of Orange, and it seems likely that he provided links to the Dutch artisans who worked on some of Bruce's projects.Bruce was certainly familiar with northern France, and in 1663 he made a further \"foreign journey\" at the behest of Lauderdale, although his itinerary is unknown. Whether by visit or through studying engravings, he knew several notable French houses including Vaux-le-Vicomte, Bl\u00e9rancourt, and the Chateau de Balleroy, the last the work of French architect Fran\u00e7ois Mansart. These modern French designs, incorporating features then unknown in Scotland, such as the double-pile of major rooms in two enfilades, ranged back-to-back, were also influential on Bruce's designs.English influence is also visible in his work. His country houses took the compact Anglo-Dutch type as their model, as introduced into England by Hugh May and Sir Roger Pratt, but with Continental detailing, such as the rustication on the facade at Mertoun. Roger Pratt's Coleshill House of 1660 is often cited as a model for Bruce's Kinross House. Konrad Ottenheym concludes that Bruce employed an \"international style\", which was fashionable in France, Holland, and England, and that he was pivotal in disseminating this style in Scotland.\n", "labels": "What is the last name of the person who, in 1663, made a further \"foreign journey\" at the behest of Lauderdale was pivotal in disseminating this style in Scotland?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1625dd1ce02348e5906e8e5fdd6b7b43"}]