[{"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Inhabited on a mysterious island are strange creatures called Boggs who love meat. Unbeknownst to them, it is also inhabited by a shipwrecked boy. He scavenges for some food by distracting the Boggs with animal noises. Far away from the island, Odette and Derek are on their way to help the people by building a bridge leaving Alise in the care of Queen Uberta, Lord Rodgers, and their animals friends: Speed, Jean-Bob, Puffin and the Scullions. Queen Uberta begins to prepare Alise to learn how to be and act like a princess. But Alise doesn't want to be a princess in this way but to be a modern princess. Lord Rogers says that Alise needs adventure but Queen Uberta disagrees.\nWhile fighting once again, Alise uses her chance to swim in the lake with her friends but she was quickly sent back to the palace to learn to be proper. Queen Uberta is very strict with Alise, trying to teach her everything, but instead she falls asleep and sent to bed. That same night, Lord Rogers, Jean-Bob, and Speed sneak Alise out of her room to go on an adventure.\nThe next morning, before Queen Uberta enters Alise's room with yoga lessons, she notices that Alise has gone with Lord Rogers. Queen Uberta chases after the group all the way to the port but they escape on a ship. Queen Uberta is furious but nervous about Alise so she sent Puffin and the Scullions after them.\nOn the ship, Alise changes into a pirate costume, making Lord Rogers realize that Uberta was right; he turned Alise into a pirate just when Alise wanted to have fun. On the first night they see the Polar Star and Lord Rogers says that sailors always used this star to guide the way back home.\n", "labels": "Lord Rogers explains that sailors used what star as a means to guide themselves home?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-88866e05e2ca4cba9b4074019cf7df85"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Inhabited on a mysterious island are strange creatures called Boggs who love meat. Unbeknownst to them, it is also inhabited by a shipwrecked boy. He scavenges for some food by distracting the Boggs with animal noises. Far away from the island, Odette and Derek are on their way to help the people by building a bridge leaving Alise in the care of Queen Uberta, Lord Rodgers, and their animals friends: Speed, Jean-Bob, Puffin and the Scullions. Queen Uberta begins to prepare Alise to learn how to be and act like a princess. But Alise doesn't want to be a princess in this way but to be a modern princess. Lord Rogers says that Alise needs adventure but Queen Uberta disagrees.\nWhile fighting once again, Alise uses her chance to swim in the lake with her friends but she was quickly sent back to the palace to learn to be proper. Queen Uberta is very strict with Alise, trying to teach her everything, but instead she falls asleep and sent to bed. That same night, Lord Rogers, Jean-Bob, and Speed sneak Alise out of her room to go on an adventure.\nThe next morning, before Queen Uberta enters Alise's room with yoga lessons, she notices that Alise has gone with Lord Rogers. Queen Uberta chases after the group all the way to the port but they escape on a ship. Queen Uberta is furious but nervous about Alise so she sent Puffin and the Scullions after them.\nOn the ship, Alise changes into a pirate costume, making Lord Rogers realize that Uberta was right; he turned Alise into a pirate just when Alise wanted to have fun. On the first night they see the Polar Star and Lord Rogers says that sailors always used this star to guide the way back home.\n", "labels": "Who does Queen Uberta have look after the group who escaped on a ship?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-88866e05e2ca4cba9b4074019cf7df85"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Bartlett decided to send a team back to establish the exact location of the island that the Anderson party had approached, and to determine if Anderson had actually landed there. An injury to his knee ruled Mamen out from this mission, which was undertaken by ship's steward Ernest Chafe, with the Inuit pair, Kataktovik and Kuraluk. Chafe's group came within 2 miles (3 km) of Herald Island before being stopped by open water. A careful examination through binoculars revealed no signs of the missing party, and Chafe concluded that Anderson and company had not reached the island. Chafe and his party then returned to Shipwreck Camp.Meanwhile, on 4 February, Mackay and his group (Murray and Beuchat, joined by seaman Stanley Morris) announced they were leaving the next day, to seek land. Mackay presented Bartlett with a letter dated 1 February that began: \"We, the undersigned, in consideration of the present critical situation, desire to make an attempt to reach the land.\" The letter requested appropriate supplies, and concluded by emphasising that the journey was on their own initiative and absolving Bartlett from all responsibilities. Bartlett allocated them a sledge, a tent, six gallons of oil, a rifle and ammunition and food for 50 days. They left on 5 February; the last sighting of them was a few days later, by Chafe and the Inuit, returning from their abortive trip to Herald Island. They found Mackay's party struggling to make headway, with some of their provisions lost and clothing and other equipment discarded to lighten their load. Beuchat in particular was in a distressed state, nearly delirious and in the throes of hypothermia. However, the party refused assistance and rejected Chafe's pleas that they return with him to Shipwreck Camp. Thereafter the only hint of their fate was a sailor's scarf belonging to Morris, later found buried in an ice floe. It was assumed that the four had either been crushed by the ice, or had fallen through it.\n", "labels": "What was the name of the person who Chafe concluded their party had not reached the island?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-a73aa41de5cf41b3846cac59480b2a34"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Bartlett decided to send a team back to establish the exact location of the island that the Anderson party had approached, and to determine if Anderson had actually landed there. An injury to his knee ruled Mamen out from this mission, which was undertaken by ship's steward Ernest Chafe, with the Inuit pair, Kataktovik and Kuraluk. Chafe's group came within 2 miles (3 km) of Herald Island before being stopped by open water. A careful examination through binoculars revealed no signs of the missing party, and Chafe concluded that Anderson and company had not reached the island. Chafe and his party then returned to Shipwreck Camp.Meanwhile, on 4 February, Mackay and his group (Murray and Beuchat, joined by seaman Stanley Morris) announced they were leaving the next day, to seek land. Mackay presented Bartlett with a letter dated 1 February that began: \"We, the undersigned, in consideration of the present critical situation, desire to make an attempt to reach the land.\" The letter requested appropriate supplies, and concluded by emphasising that the journey was on their own initiative and absolving Bartlett from all responsibilities. Bartlett allocated them a sledge, a tent, six gallons of oil, a rifle and ammunition and food for 50 days. They left on 5 February; the last sighting of them was a few days later, by Chafe and the Inuit, returning from their abortive trip to Herald Island. They found Mackay's party struggling to make headway, with some of their provisions lost and clothing and other equipment discarded to lighten their load. Beuchat in particular was in a distressed state, nearly delirious and in the throes of hypothermia. However, the party refused assistance and rejected Chafe's pleas that they return with him to Shipwreck Camp. Thereafter the only hint of their fate was a sailor's scarf belonging to Morris, later found buried in an ice floe. It was assumed that the four had either been crushed by the ice, or had fallen through it.\n", "labels": "What were the last names of the four people who announced they were leaving the next day to seek land?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-a73aa41de5cf41b3846cac59480b2a34"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Bartlett decided to send a team back to establish the exact location of the island that the Anderson party had approached, and to determine if Anderson had actually landed there. An injury to his knee ruled Mamen out from this mission, which was undertaken by ship's steward Ernest Chafe, with the Inuit pair, Kataktovik and Kuraluk. Chafe's group came within 2 miles (3 km) of Herald Island before being stopped by open water. A careful examination through binoculars revealed no signs of the missing party, and Chafe concluded that Anderson and company had not reached the island. Chafe and his party then returned to Shipwreck Camp.Meanwhile, on 4 February, Mackay and his group (Murray and Beuchat, joined by seaman Stanley Morris) announced they were leaving the next day, to seek land. Mackay presented Bartlett with a letter dated 1 February that began: \"We, the undersigned, in consideration of the present critical situation, desire to make an attempt to reach the land.\" The letter requested appropriate supplies, and concluded by emphasising that the journey was on their own initiative and absolving Bartlett from all responsibilities. Bartlett allocated them a sledge, a tent, six gallons of oil, a rifle and ammunition and food for 50 days. They left on 5 February; the last sighting of them was a few days later, by Chafe and the Inuit, returning from their abortive trip to Herald Island. They found Mackay's party struggling to make headway, with some of their provisions lost and clothing and other equipment discarded to lighten their load. Beuchat in particular was in a distressed state, nearly delirious and in the throes of hypothermia. However, the party refused assistance and rejected Chafe's pleas that they return with him to Shipwreck Camp. Thereafter the only hint of their fate was a sailor's scarf belonging to Morris, later found buried in an ice floe. It was assumed that the four had either been crushed by the ice, or had fallen through it.\n", "labels": "What was the last name of the person who Mackay's party rejected the pleas of?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-a73aa41de5cf41b3846cac59480b2a34"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Ben Anthony runs a freight line in Texas. He disappointed cattleman Walt Garnet by not going into that business. Walt's beautiful daughter Linda returns to town after a long absence and Ben still carries a torch for her, but she's now involved with another man, Harry Odell.\nThe cattle business is in trouble. Beef prices have dropped so low, cattle companies are being urged to sell their stock to a rendering plant. Ben tries to intervene, and eventually learns that banker Parker is colluding with Odell and the plant's owner, Sledge, to gain control of the ranchers' valuable land.\nMelba Sykes and her father Tim are squatting on Walt's ranch. It turns out that Odell is not only hiding his business schemes from Linda but also the fact that he's been romancing Melba behind her back. Tim Sykes is killed, and when Sledge produces a bill of sale from the man, Ben knows it's been forged because Tim did not know how to write.\nMelba boasts to Linda that her lover Odell will look out for her interest now. Linda realizes she's been betrayed and turns to Ben for solace and advice. Melba becomes furious when Odell breaks off their relationship and snaps a bullwhip at him.\nA showdown ensues in a box canyon, where Parker and Sledge are planning to destroy the cattle they have rustled. Ben gets there in time to shoot them both. He is wounded himself, but will survive and also will now have Linda.\n", "labels": "What's the last name of the person working with the two men Ben kills?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4b59df7e5a5f4f9a9cdb89776e523ec0"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Every night on the tour to support their 2000 album Return of Saturn, No Doubt threw after-show parties where people danced to Jamaican dancehall music. During a discussion over dinner in late 2000, the band members decided they wanted to explore dancehall-style rhythms for their next album. Drawing inspiration from artists such as Bounty Killer, Cutty Ranks, and Mr. Vegas, the band began work on the album in January 2001 by creating beats on Pro Tools at guitarist Tom Dumont's apartment. The group often tried recreating beats from other song files on the computer, which resulted in modified versions of the original rhythms. They worked with producer Philip Steir at Toast Studios in San Francisco during this time, where the beginnings of \"Hey Baby\" emerged. When writing lyrics for previous albums, Stefani typically read works by Sylvia Plath that would make her depressed \"or find different words that inspire me.\" In contrast, for Rock Steady she wrote the lyrics quicker and on the spot to meet the goal of writing a song a day. Many of the demos recorded during these early sessions were used in the final tracks, rather than completely reworking the songs. The band saw this as a way to preserve the \"initial spark\" from when the songs were conceived.The next month, Stefani left Los Angeles for London to visit boyfriend Rossdale, and the band traveled with her to finish recording \"Detective\". There, they worked with Eurythmics member David A. Stewart and wrote the song \"Underneath It All\" in only 10 minutes. In March, No Doubt traveled to Jamaica, staying at the Blue Lagoon in Port Antonio. The band \"spent most of the time swimming and getting sunburned and drinking and smoking and recording a little music\", according to Dumont. The group would often have Red Stripe beers or rum and cokes with jerk food for breakfast; on one occasion, Dumont passed out from heavy drinking while recording a track. They began work in the mid-afternoon and worked into the night, with an after-party following the session. The group collaborated with Sly & Robbie, who produced \"Underneath It All\" and \"Hey Baby\" and brought in dancehall toasters Lady Saw and Bounty Killer, and Steely & Clevie, who produced \"Start the Fire\".\n", "labels": "What is the name of the duo that produced \"Underneath it All\" for the band?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-723635600cae4d29801dd9d03ff07ac5"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 grainy voiced narrator recounts the events of the tornado while disturbing home-movie images play \u2014 mostly of the town's people. A mute adolescent boy, known as Bunny Boy, wears only pink bunny ears, shorts, and tennis shoes on an overpass in the rain.\nA cat is carried by the scruff of its neck by Tummler, a teenage boy. He drowns the cat in a barrel of water. The film then cuts to a different scene with Tummler, in a wrecked car with a girl. They fondle each other, and Tummler realizes there is a lump in one of the girl's breasts.\nTummler and Solomon then ride down a hill on bikes. The narrator introduces Tummler as a boy with \"a marvelous persona\", whom some people call \"downright evil\". Later, Tummler aims an air rifle at a cat. His friend Solomon stops him from killing the cat, protesting that it is a house cat. They leave and the camera follows the cat to its owners' house. The cat is owned by three sisters, two of whom are teenagers and one who is pre-pubescent.\nThe film cuts back to Tummler and Solomon, who are hunting feral cats. They bring the cats to a local grocer, who intends to butcher and sell them to a local restaurant, and the grocer tells them that they have a rival in the cat killing business. They then buy glue from the grocer, which they use to get high via huffing.\nThe film then cuts to a scene in which two foul-mouthed young boys dressed as cowboys destroy things in a junkyard. Bunny Boy arrives and the other boys shoot him \"dead\" with cap guns. Bunny Boy plays dead and the boys curse at him, rifle through his pockets, then remove and throw one of his shoes. They grow bored of this and leave him sprawled on the ground.\n", "labels": "Who dress as cowboys?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-991996f7cff04602ac7f5d134e14c96f"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 grainy voiced narrator recounts the events of the tornado while disturbing home-movie images play \u2014 mostly of the town's people. A mute adolescent boy, known as Bunny Boy, wears only pink bunny ears, shorts, and tennis shoes on an overpass in the rain.\nA cat is carried by the scruff of its neck by Tummler, a teenage boy. He drowns the cat in a barrel of water. The film then cuts to a different scene with Tummler, in a wrecked car with a girl. They fondle each other, and Tummler realizes there is a lump in one of the girl's breasts.\nTummler and Solomon then ride down a hill on bikes. The narrator introduces Tummler as a boy with \"a marvelous persona\", whom some people call \"downright evil\". Later, Tummler aims an air rifle at a cat. His friend Solomon stops him from killing the cat, protesting that it is a house cat. They leave and the camera follows the cat to its owners' house. The cat is owned by three sisters, two of whom are teenagers and one who is pre-pubescent.\nThe film cuts back to Tummler and Solomon, who are hunting feral cats. They bring the cats to a local grocer, who intends to butcher and sell them to a local restaurant, and the grocer tells them that they have a rival in the cat killing business. They then buy glue from the grocer, which they use to get high via huffing.\nThe film then cuts to a scene in which two foul-mouthed young boys dressed as cowboys destroy things in a junkyard. Bunny Boy arrives and the other boys shoot him \"dead\" with cap guns. Bunny Boy plays dead and the boys curse at him, rifle through his pockets, then remove and throw one of his shoes. They grow bored of this and leave him sprawled on the ground.\n", "labels": "Who destroys things in a junkyard?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-991996f7cff04602ac7f5d134e14c96f"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Neilston is represented by several tiers of elected government. Neilston Community Council forms the lowest tier of governance whose statutory role is to communicate local opinion to local and central government. It is one of ten community councils of the East Renfrewshire council area. East Renfrewshire Council, the unitary local authority for Neilston, is based at Giffnock, close to the border with the City of Glasgow, and is the executive, deliberative and legislative body responsible for local governance. The Scottish Parliament is responsible for devolved matters such as education, health and justice, while reserved matters are dealt with by the Parliament of the United Kingdom.\nThe territory of what became Neilston anciently formed part of the Kingdom of Strathclyde. It has lain within the county boundaries of Renfrewshire from a very early time. Neilston emerged as a parish and administrative unit in 1170, and was for many years under the lordship of the Mures of Caldwell whose tombs are at the parish church. The parish was 8 miles (13 km) in length and by from 2 miles (3 km) to 4 miles (6 km) in breadth, encompassing six sevenths of what is now the town of Barrhead. Neilston Parish Council, a local body with limited power, was established in 1895, following the Local Government (Scotland) Act 1894, and abolished in 1930 following the Local Government (Scotland) Act 1929. In 1890, Neilston fell under the authority of Renfrewshire County Council, where it remained until 1975 when the county was superseded by the regional council area of Strathclyde. In 1903, Neilston was within the Paisley Small Debt Court District and Poor Combination. From 1975 to 1996, Neilston was in the Renfrew District of Strathclyde until the two-tier regions and districts of Scotland were abolished. Since 1996 it has formed part of the unitary East Renfrewshire council area; East Renfrewshire Council is the local authority. Neilston remains part of Renfrewshire for purposes of registration and Lieutenancy.\nNeilston forms part of the multi member ward 1 of East Renfrewshire Council, namely Neilston, Uplawmoor and Newton Mearns North. Four Councillors are elected using the proportional Single Transferable Vote (STV) system. The current elected members are Charlie Gilbert (Conservative) Paul O'Kane (Labour) Elaine Green (Labour) and Tony Buchanan (SNP).\nNeilston is part of the county constituency of East Renfrewshire, electing one MP to the House of Commons of the United Kingdom Parliament. Paul Masterton of the Conservative Party was elected as MP for East Renfrewshire in the 2017 General Election. Before the constituency's creation in 2005, Neilston lay in the Eastwood constituency. For purposes of the Scottish Parliament, Neilston forms part of the Renfrewshire South Constituency, represented by Tom Arthur of the Scottish National Party. In addition to this Neilston is represented by seven regional MSPs from the West of Scotland electoral region.\n", "labels": "What was established following the Local Government (Scotland) Act 1894?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6932fb9f1ffe413d854e262d551fdd45"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 college presents a symmetrical front to New Road and the castle mound, with four small gables between a larger gable at either end. There are two quadrangles, with steps leading down from the upper quadrangle (to the east) to the lower quadrangle (to the west). Residential accommodation for students and fellows is located in the lower quadrangle, whilst the hall, library, and administrative offices are in the upper quadrangle. The buildings are two storeys high, with dormers above. There are pools in the centre of the quadrangles (the one in the lower quadrangle is the longer of the two); the writer Simon Jenkins said that these are \"almost puddles\", and saw them as relics of Harrison's Mediterranean plan. The writer Peter Sager, however, thought that the pond represents the canal basin that previously occupied the site. The main entrance leads into the upper quadrangle, which has the hall on its east side. The square-mullioned windows facing the quadrangles are arranged in close-set groups of three; at the east end of the upper quadrangle, the common room has a larger bay window. An abstract sculpture by Hubert Dalwood, from 1962, has been positioned on the lawn inside the college. Dalwood also designed the fountain in the pool in the upper quadrangle, although his plan for a spray of water was not implemented, \"leaving the sculpture with no obvious purpose\".\nThe hall has a floor of black and white marble and arches made of concrete supporting an oak roof with red panels. The furniture in the hall was designed by, and the chairs were built by, Edward Barnsley. Lord Nuffield's coat of arms are displayed over the fireplace, carved from a single piece of stone, and his portrait, painted by Sir Arthur Cope, hangs in the hall. The chapel, on the south side of the college, can seat forty people. It has five abstract stained glass windows that were designed by John Piper and executed by Patrick Reyntiens, and a metal reredos with a bronze crucifix. The roofs are finished with Collyweston stone slates from Northamptonshire. Many other Oxford colleges are roofed with Stonesfield stone slate from a quarry 10 miles (16 km) northwest of Oxford, but these were no longer available when Nuffield was built. The main building stone used is Clipsham stone. The tower, which has nine floors, is about 90 feet (27 m) tall, with the fl\u00e8che taking the total height to about 150 feet (46 m). It was the first tower built in Oxford for 200 years. Work was carried out in the library in 1999 to extend the total shelf-length to just under 6 kilometres (3.7 mi). The library contains paintings of \"Spring\" and \"Winter\" by Derrick Greaves and \"Summer\" and \"Autumn\" by Edward Middleditch.\n", "labels": "What college has an abstract sculpture by Hubert Dalwood on the lawn?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f5ae931fe0894229a8c767641aec1a7b"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Oliver was not one to intellectualise her creativity: she preferred to talk about the process of creating her artworks rather than their meanings. Asked about how she approached her art, she stated:\nMy work is about structure and order. It is a pursuit of a kind of logic: a formal, sculptural logic and poetic logic. It is a conceptual and physical process of building and taking away at the same time. I set out to strip the ideas and associations down to (physically and metaphorically) just the bones, exposing the life still held inside.\nWhile Oliver was reluctant to discuss meaning in her works, critics have identified recurring themes. Hannah Fink, like art critic John McDonald, noted that there is a pattern to the shapes and structures in Oliver's work. Fink described this as \"a consistent vocabulary of elemental forms \u2013 the spiral, meander, loop and sphere \u2013 in a repertoire of signature archetypes\". McDonald said that Nature is \"omnipresent\" and referred to them as organisms or their remains.Despite their organic appearance, Oliver's own view was that her work was not grounded in nature's structures.  Nevertheless, critics have identified the lifelike qualities of early pieces that resembled shells, claws or tails, or noted the apparent similarities to biological forms. McDonald commented that \"For Oliver to deny nature is akin to Balthus saying there is nothing erotic about his paintings or Rothko claiming his works aren't abstract.\" Both major reviews of Oliver's work (Fenner's 1995 essay and Fink's 2002 journal article) draw attention to dualism and contradiction in the sculptures: Fenner describes them as \"delicate and ephemeral, [yet] structurally robust and durable\"; Fink sees them as \"ethereal but solid, fluid yet rigid, open but closed\".Oliver's sculptures are admired for their tactile nature, their aesthetics, and the technical skills demonstrated in their production.\nParticular works have been singled out for praise. A writer reviewing Vine in the Sydney Hilton admired how it \"curls like a fairy tale beanstalk up towards the ceiling as though empowered by the sunlight streaming in from a large open space adjacent\". Journalist Catherine Keenan's 2005 description of how the towering sculpture demonstrated both aesthetic and production values are typical of comments about Oliver's work:\nIt has the delicate, adamantine beauty that characterises many of her pieces, but is also an engineering marvel: 380 kilograms of metal that was delivered on the back of an oversized truck and now hangs from a single specially manufactured rod fixed to the ceiling.\nThe Sydney Morning Herald's art writer, John McDonald, said of her work \"It often seems to me she's only got one tune, but it's a pretty good tune\". He later elaborated:.\n", "labels": "What is the precise name of the towering sculpture described by Catherine Keenan in 2005?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-10a09f4ac9ad45e6a08bc377d369e7af"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: When Richard II was crowned in 1377, he led a procession from the Tower to Westminster Abbey. This tradition began in at least the early 14th century and lasted until 1660. During the Peasants' Revolt of 1381 the Tower of London was besieged with the King inside. When Richard rode out to meet with Wat Tyler, the rebel leader, a crowd broke into the castle without meeting resistance and looted the Jewel House. The Archbishop of Canterbury, Simon Sudbury, took refuge in St John's Chapel, hoping the mob would respect the sanctuary. However, he was taken away and beheaded on Tower Hill. Six years later there was again civil unrest, and Richard spent Christmas in the security of the Tower rather than Windsor as was more usual. When Henry Bolingbroke returned from exile in 1399, Richard was imprisoned in the White Tower. He abdicated and was replaced on the throne by Bolingbroke, who became King Henry IV. In the 15th century, there was little building work at the Tower of London, yet the castle still remained important as a place of refuge. When supporters of the late Richard II attempted a coup, Henry IV found safety in the Tower of London. During this period, the castle also held many distinguished prisoners. The heir to the Scottish throne, later King James I of Scotland, was kidnapped while journeying to France in 1406 and held in the Tower. The reign of Henry V (1413\u20131422) renewed England's fortune in the Hundred Years' War against France. As a result of Henry's victories, such as the Battle of Agincourt, many high-status prisoners were held in the Tower of London until they were ransomed.Much of the latter half of the 15th century was occupied by the Wars of the Roses between the claimants to the throne, the houses of Lancaster and York. The castle was once again besieged in 1460, this time by a Yorkist force. The Tower was damaged by artillery fire but only surrendered when Henry VI was captured at the Battle of Northampton. With the help of Richard Neville, 16th Earl of Warwick (nicknamed \"the Kingmaker\") Henry recaptured the throne for a short time in 1470. However, Edward IV soon regained control and Henry VI was imprisoned in the Tower of London, where he was probably murdered. During the wars, the Tower was fortified to withstand gunfire, and provided with loopholes for cannons and handguns: an enclosure was created for this purpose to the south of Tower Hill, although it no longer survives.\n", "labels": "What was the full name of the location where Richard II began his procession?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c01b1ef15d734890a67ce1f820facb94"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: When Richard II was crowned in 1377, he led a procession from the Tower to Westminster Abbey. This tradition began in at least the early 14th century and lasted until 1660. During the Peasants' Revolt of 1381 the Tower of London was besieged with the King inside. When Richard rode out to meet with Wat Tyler, the rebel leader, a crowd broke into the castle without meeting resistance and looted the Jewel House. The Archbishop of Canterbury, Simon Sudbury, took refuge in St John's Chapel, hoping the mob would respect the sanctuary. However, he was taken away and beheaded on Tower Hill. Six years later there was again civil unrest, and Richard spent Christmas in the security of the Tower rather than Windsor as was more usual. When Henry Bolingbroke returned from exile in 1399, Richard was imprisoned in the White Tower. He abdicated and was replaced on the throne by Bolingbroke, who became King Henry IV. In the 15th century, there was little building work at the Tower of London, yet the castle still remained important as a place of refuge. When supporters of the late Richard II attempted a coup, Henry IV found safety in the Tower of London. During this period, the castle also held many distinguished prisoners. The heir to the Scottish throne, later King James I of Scotland, was kidnapped while journeying to France in 1406 and held in the Tower. The reign of Henry V (1413\u20131422) renewed England's fortune in the Hundred Years' War against France. As a result of Henry's victories, such as the Battle of Agincourt, many high-status prisoners were held in the Tower of London until they were ransomed.Much of the latter half of the 15th century was occupied by the Wars of the Roses between the claimants to the throne, the houses of Lancaster and York. The castle was once again besieged in 1460, this time by a Yorkist force. The Tower was damaged by artillery fire but only surrendered when Henry VI was captured at the Battle of Northampton. With the help of Richard Neville, 16th Earl of Warwick (nicknamed \"the Kingmaker\") Henry recaptured the throne for a short time in 1470. However, Edward IV soon regained control and Henry VI was imprisoned in the Tower of London, where he was probably murdered. During the wars, the Tower was fortified to withstand gunfire, and provided with loopholes for cannons and handguns: an enclosure was created for this purpose to the south of Tower Hill, although it no longer survives.\n", "labels": "What was the more usual location where Richard would spend Christmas?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c01b1ef15d734890a67ce1f820facb94"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: When Richard II was crowned in 1377, he led a procession from the Tower to Westminster Abbey. This tradition began in at least the early 14th century and lasted until 1660. During the Peasants' Revolt of 1381 the Tower of London was besieged with the King inside. When Richard rode out to meet with Wat Tyler, the rebel leader, a crowd broke into the castle without meeting resistance and looted the Jewel House. The Archbishop of Canterbury, Simon Sudbury, took refuge in St John's Chapel, hoping the mob would respect the sanctuary. However, he was taken away and beheaded on Tower Hill. Six years later there was again civil unrest, and Richard spent Christmas in the security of the Tower rather than Windsor as was more usual. When Henry Bolingbroke returned from exile in 1399, Richard was imprisoned in the White Tower. He abdicated and was replaced on the throne by Bolingbroke, who became King Henry IV. In the 15th century, there was little building work at the Tower of London, yet the castle still remained important as a place of refuge. When supporters of the late Richard II attempted a coup, Henry IV found safety in the Tower of London. During this period, the castle also held many distinguished prisoners. The heir to the Scottish throne, later King James I of Scotland, was kidnapped while journeying to France in 1406 and held in the Tower. The reign of Henry V (1413\u20131422) renewed England's fortune in the Hundred Years' War against France. As a result of Henry's victories, such as the Battle of Agincourt, many high-status prisoners were held in the Tower of London until they were ransomed.Much of the latter half of the 15th century was occupied by the Wars of the Roses between the claimants to the throne, the houses of Lancaster and York. The castle was once again besieged in 1460, this time by a Yorkist force. The Tower was damaged by artillery fire but only surrendered when Henry VI was captured at the Battle of Northampton. With the help of Richard Neville, 16th Earl of Warwick (nicknamed \"the Kingmaker\") Henry recaptured the throne for a short time in 1470. However, Edward IV soon regained control and Henry VI was imprisoned in the Tower of London, where he was probably murdered. During the wars, the Tower was fortified to withstand gunfire, and provided with loopholes for cannons and handguns: an enclosure was created for this purpose to the south of Tower Hill, although it no longer survives.\n", "labels": "What was the full name of \"the Kingmaker'?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c01b1ef15d734890a67ce1f820facb94"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 wide variety of birds in Basse Casamance was noted by early explorers. While Basse Casamance National Park and Kalissaye Avifaunal Reserve have not been open for years due to the Casamance Conflict, Carabane has been found to be very conducive to ornithological observation. A study in 1998 discovered the following species on the island: African darter (Anhinga rufa), Goliath heron (Ardea goliath), palm-nut vulture (Gypohierax angolensis), black-tailed godwit (Limosa limosa), whimbrel (Numenius phaeopus), Eurasian curlew (Numenius arquata), Caspian tern (Sterna caspia), blue-spotted wood-dove (Turtur afer), red-eyed dove (Streptopelia semitorquata), white-rumped swift (Apus caffer), woodland kingfisher (Halcyon senegalensis), grey-backed camaroptera (Camaroptera brachyura), red-bellied paradise-flycatcher (Terpsiphone rufiventer), pied crow (Corvus albus), black-rumped waxbill (Estrilda troglodytres) and yellow-fronted canary (Serinus mozambicus).Fish are plentiful in the waters surrounding the island, where one may encounter trevallies (Carangidae), Giant African threadfins (Polydactylus quadrifilis), great barracudas (Sphyraena barracuda), or African red snappers (Lutjanus agennes). The mangroves are home to many crustaceans such as southern pink shrimp (Farfantepenaeus notialis), sand fiddler crabs (Uca pugilator), and molluscs. The shellfish population consists mostly of mangrove oysters (Crassostrea gasar), which cling to uncovered mangrove roots at low tide. The red-headed agama and monitor lizard make up the reptilian population of the island.\nThe sandbar of Carabane has very few mammals other than pets, although the French first noted the presence of monkeys in 1835. In 1870, other settlers noted with disgust that the natives often ate monkeys and dogs. In the early 21st century, bottlenose dolphins (Tursiops truncatus) are commonly sighted off the island. The lack of tourism because of the civil unrest has benefited biodiversity. In this way, the nearby Basse Casamance National Park, which has been closed for years, has seen a remarkable return of Nile crocodiles (Crocodylus niloticus), Senegalese manatees (Trichechus senegalensis), and breeding birds.On an island called Ilha dos Mosquitos (Portuguese for \"Mosquito Island\"), the natives and their visitors continue to protect themselves with mosquito nets and Shea butter. They must also protect themselves from other, smaller insects which are no less troublesome: black flies (Simulium).\n", "labels": "What is the name of the main species found in the majority of the shellfish populations on the island with Basse Casamance National Park?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-de67afd1716b46f596f23a212ab18c47"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Balts were largely driven to unite by external threats from aggressive German religious orders. In 1202, the Order of the Livonian Brothers of the Sword was established by Albert, the Bishop of Riga, to promote the Christianization and conquest of the Livonians, Curonians, Semigallians, and Estonians near the Gulf of Riga. The Order waged a number of successful campaigns and posed a great danger to the Lithuanian territories. The Order's progress was halted by its defeat at the Battle of Saule in 1236, after which it almost collapsed. The following year, it merged into the Teutonic Knights.In 1226, Konrad I of Masovia invited the Teutonic Knights to defend his borders and subdue the Prussians, offering the Knights the use of Che\u0142mno (Kulm) as a base for their campaign. In 1230, they settled in Che\u0142mno, built a castle, and began attacking Prussian lands. After 44 years, and despite two Prussian uprisings against them, they had conquered most of the Prussian tribes. Afterwards, the Knights spent nine years conquering the Nadruvians, Skalvians, and Yotvingians, and from 1283, they were better positioned to threaten the young Lithuanian state from the west.\nFurther unification of the Lithuanian tribes was facilitated by the social changes that took place in Lithuania during this period. Private land ownership was established (allodiums, Lithuanian: atolai), which would later evolve into a feudal system. As attested by many chronicles, it was the principal form of organization governing land ownership in the 13th century. Under this system, known in England as primogeniture, only the eldest son could inherit lands, which allowed dukes to consolidate their holdings. Social classes and divisions of labor also began taking shape. There were classes of experienced soldiers (bajoras), of free peasants (laukininkas), and of \"unfree\" people (kaimynas and \u0161eimynyk\u0161tis). In order to enforce this social structure, a united state was needed. Another force behind unification was the desire to take advantage of Ruthenian lands, which were suffering from the Mongol invasion. Temporary alliances among Lithuanian dukes often sufficed for military ventures into, and plundering of, these lands (including Pskov, plundered in 1213). Altogether, between 1201 and 1236, Lithuanians launched at least 22 incursions into Livonia, 14 into Rus, and 4 into Poland. The ongoing administration of conquered territories, however, required a strong and unified central power.\n", "labels": "What is the full name of the group whose defeat at the Battle of Saule in 1236 halted progress?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7b053a0fadb7491d9ef361fee70d28f8"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Jimmy Carter said, \"in many countries around the world \u2013 my wife and I have visited about 125 countries\u2013 you hear John Lennon's song 'Imagine' used almost equally with national anthems.\" On 9 October 2010, which would have been Lennon's 70th birthday, the Liverpool Singing Choir performed \"Imagine\" along with other Lennon songs at the unveiling of the John Lennon Peace Monument in Chavasse Park, Liverpool, England. Beatles producer George Martin praised Lennon's solo work, singling out the composition: \"My favourite song of all was 'Imagine'\". Music critic Paul Du Noyer described \"Imagine\" as Lennon's \"most revered\" post-Beatles song. Authors Ben Urish and Ken Bielen called it \"the most subversive pop song recorded to achieve classic status\". Fricke commented: \"'Imagine' is a subtly contentious song, Lennon's greatest combined achievement as a balladeer and agitator.\"Urish and Bielen criticised the song's instrumental music as overly sentimental and melodramatic, comparing it to the music of the pre-rock era and describing the vocal melody as understated. According to Blaney, Lennon's lyrics describe hypothetical possibilities that offer no practical solutions; lyrics that are at times nebulous and contradictory, asking the listener to abandon political systems while encouraging one similar to communism. Author Chris Ingham indicated the hypocrisy in Lennon, the millionaire rock star living in a mansion, encouraging listeners to imagine living their lives without possessions. Others argue that Lennon intended the song's lyrics to inspire listeners to imagine if the world could live without possessions, not as an explicit call to give them up. Blaney commented: \"Lennon knew he had nothing concrete to offer, so instead he offers a dream, a concept to be built upon.\"Blaney considered the song to be \"riddled with contradictions. Its hymn-like setting sits uncomfortably alongside its author's plea for us to envision a world without religion.\" Urish and Bielen described Lennon's \"dream world\" without a heaven or hell as a call to \"make the best world we can here and now, since this is all this is or will be\". In their opinion, \"because we are asked merely to imagine \u2013 to play a 'what if' game, Lennon can escape the harshest criticisms\". Former Beatle Ringo Starr defended the song's lyrics during a 1981 interview with Barbara Walters, stating: \"[Lennon] said 'imagine', that's all. Just imagine it.\"The morning after the November 2015 Paris attacks, German pianist Davide Martello brought a grand piano to the street out in front of the Bataclan, where 89 concertgoers had been shot dead the night before, and performed an instrumental version to honour the victims of the attacks; video of his performance went viral. This led Katy Waldman of Slate to ponder why \"Imagine\" had become so frequently performed as a response to tragedy. In addition to its general popularity, she noted its musical simplicity, its key of C major, \"the plainest and least complicated key, with no sharps or flats\" aside from one passage with \"a plaintive major seventh chord that allows a tiny bit of E minor into the tonic\". That piano part, \"gentle as a rocking chair\", underpins lyrics that, Waldman says, \"belongs to the tradition of hymns or spirituals that visualize a glorious afterlife without prophesizing any immediate end to suffering on earth\". This understanding is also compounded by the historical context of Lennon's own violent death, \"remind[ing] us that the universe can run ramshod over idealistic people\". Ultimately, the song \"captures the fragility of our hope after a violent or destructive event ... [bu]t also reveals its tenacity\".In June 2017, the National Music Publishers Association awarded \"Imagine\" a Centennial Song Award and recognized Lennon's desire to add Yoko Ono as a co-author of the song.\n", "labels": "What is the first name of the person who wanted Yoko Ono added as a co-author of the song?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-24bee9deb3d14c1f9519283aff5529ba"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In the view of his biographer Hugh Macdonald, Massenet's main influences were Gounod and Thomas, with Meyerbeer and Berlioz also important to his style. From beyond France he absorbed some traits from Verdi, and possibly Mascagni, and above all Wagner. Unlike some other French composers of the period, Massenet never fell fully under Wagner's spell, but he took from the earlier composer a richness of orchestration and a fluency in treatment of musical themes.Although when he chose, Massenet could write noisy and dissonant scenes \u2013 in 1885 Bernard Shaw called him \"one of the loudest of modern composers\" \u2013 much of his music is soft and delicate. Hostile critics have seized on this characteristic, but the article on Massenet in the 2001 edition of Grove's Dictionary of Music and Musicians observes that in the best of his operas this sensual side \"is balanced by strong dramatic tension (as in Werther), theatrical action (as in Th\u00e9r\u00e8se), scenic diversion (as in Esclarmonde), or humour (as in Le portrait de Manon).\"Massenet's Parisian audiences were greatly attracted by the exotic in music, and Massenet willingly obliged, with musical evocations of far-flung places or times long past. Macdonald lists a great number of locales depicted in the operas, from ancient Egypt, mythical Greece and biblical Galilee to Renaissance Spain, India and Revolutionary Paris. Massenet's practical experience in orchestra pits as a young man and his careful training at the Conservatoire equipped him to make such effects without much recourse to unusual instruments. He understood the capabilities of his singers, and composed with close, detailed regard for their voices.\n", "labels": "What is the last name of the person that notes the large amount of locales in the opera written by the man who had practical experience in orchestra pits as a young man?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-971faa045ac84d4c8b3399bb013e9a66"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 suicide bomber detonates himself at a party in Java, Indonesia, and a Javanese Sultan's daughter, Sultana, is believed to be one of the unidentified victims. Jake Travers, an American posing as a graduate student from Cornell University, was at the scene of the blast and is held as a witness by a police detective of Detachment 88, Lieutenant Hashim. \nAfter interviewing Jake at the crime scene, Hasim and Jake are attacked by terrorists led by Malik and his henchman Achmed. Jake saves Hashim and kills two terrorists, but Achmed manages to escape. Hashim becomes suspicious after he observes Jake's combat skills. Jake and Hashim are brought to the hospital where Hashim's wife meets Jake. At Hashim's wife's insistence, Hashim invites Jake to their house for breakfast. At the house, Hashim tells Jake that he ran a background check on him through Interpol. Jake tells Hashim he is an FBI agent conducting an undercover investigation, and suggests they cooperate with one another. \nReturning to his apartment, Jake faxes to a friend stateside a photo of a tattoo from the corpse believed to be Sultana's. Jake's friend informs him that the tattoo is typically used by Chinese high-class prostitutes, which confirms Jake's suspicion that the body is not Sultana's.\nJake follows a lead to a night club, where he brings home a prostitute bearing a similar tattoo. When the prostitute cooperates with Jake, they are ambushed by Hashim's terrorists and a Chinese gang operating the prostitution ring. The police, who had been covertly surveilling Jake, intervene and suffer casualties in the fight. Jake flees the scene, but the police eventually capture him.\n", "labels": "Who all is ambushed by Hashim's gang and a Chinese gang?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-aaf16fc0b53344249c58f316f9ec0a61"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 suicide bomber detonates himself at a party in Java, Indonesia, and a Javanese Sultan's daughter, Sultana, is believed to be one of the unidentified victims. Jake Travers, an American posing as a graduate student from Cornell University, was at the scene of the blast and is held as a witness by a police detective of Detachment 88, Lieutenant Hashim. \nAfter interviewing Jake at the crime scene, Hasim and Jake are attacked by terrorists led by Malik and his henchman Achmed. Jake saves Hashim and kills two terrorists, but Achmed manages to escape. Hashim becomes suspicious after he observes Jake's combat skills. Jake and Hashim are brought to the hospital where Hashim's wife meets Jake. At Hashim's wife's insistence, Hashim invites Jake to their house for breakfast. At the house, Hashim tells Jake that he ran a background check on him through Interpol. Jake tells Hashim he is an FBI agent conducting an undercover investigation, and suggests they cooperate with one another. \nReturning to his apartment, Jake faxes to a friend stateside a photo of a tattoo from the corpse believed to be Sultana's. Jake's friend informs him that the tattoo is typically used by Chinese high-class prostitutes, which confirms Jake's suspicion that the body is not Sultana's.\nJake follows a lead to a night club, where he brings home a prostitute bearing a similar tattoo. When the prostitute cooperates with Jake, they are ambushed by Hashim's terrorists and a Chinese gang operating the prostitution ring. The police, who had been covertly surveilling Jake, intervene and suffer casualties in the fight. Jake flees the scene, but the police eventually capture him.\n", "labels": "What nationality is the friend that the FBI agent sends a photo to?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-aaf16fc0b53344249c58f316f9ec0a61"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 suicide bomber detonates himself at a party in Java, Indonesia, and a Javanese Sultan's daughter, Sultana, is believed to be one of the unidentified victims. Jake Travers, an American posing as a graduate student from Cornell University, was at the scene of the blast and is held as a witness by a police detective of Detachment 88, Lieutenant Hashim. \nAfter interviewing Jake at the crime scene, Hasim and Jake are attacked by terrorists led by Malik and his henchman Achmed. Jake saves Hashim and kills two terrorists, but Achmed manages to escape. Hashim becomes suspicious after he observes Jake's combat skills. Jake and Hashim are brought to the hospital where Hashim's wife meets Jake. At Hashim's wife's insistence, Hashim invites Jake to their house for breakfast. At the house, Hashim tells Jake that he ran a background check on him through Interpol. Jake tells Hashim he is an FBI agent conducting an undercover investigation, and suggests they cooperate with one another. \nReturning to his apartment, Jake faxes to a friend stateside a photo of a tattoo from the corpse believed to be Sultana's. Jake's friend informs him that the tattoo is typically used by Chinese high-class prostitutes, which confirms Jake's suspicion that the body is not Sultana's.\nJake follows a lead to a night club, where he brings home a prostitute bearing a similar tattoo. When the prostitute cooperates with Jake, they are ambushed by Hashim's terrorists and a Chinese gang operating the prostitution ring. The police, who had been covertly surveilling Jake, intervene and suffer casualties in the fight. Jake flees the scene, but the police eventually capture him.\n", "labels": "What is the graduate student's real profession?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-aaf16fc0b53344249c58f316f9ec0a61"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Wood was born in Oxford Street, London, the only child of Henry Joseph Wood and his wife Martha, n\u00e9e Morris. Wood senior had started in his family's pawnbroking business, but by the time of his son's birth he was trading as a jeweller, optician and engineering modeller, much sought-after for his model engines. It was a musical household: Wood senior was an amateur cellist and sang as principal tenor in the choir of St Sepulchre-without-Newgate, known as \"the musicians' church\".   His wife played the piano and sang songs from her native Wales. They encouraged their son's interest in music, buying him a Broadwood piano, on which his mother gave him lessons. The young Wood also learned to play the violin and viola.\nWood received little religious inspiration at St Sepulchre, but was deeply stirred by the playing of the resident organist, George Cooper, who allowed him into the organ loft and gave him his first lessons on the instrument. Cooper died when Wood was seven, and the boy took further lessons from Cooper's successor, Edwin M. Lott, for whom Wood had much less regard. At the age of ten, through the influence of one of his uncles, Wood made his first paid appearance as an organist at St Mary Aldermanbury, being paid half a crown.  In June 1883, visiting the Fisheries Exhibition at South Kensington with his father, Wood was invited to play the organ in one of the galleries, making a good enough impression to be engaged to give recitals at the exhibition building over the next three months. At this time in his life, painting was nearly as strong an interest as music, and he studied in his spare time at the Slade School of Fine Art. He remained a life-long amateur painter.After taking private lessons from the musicologist Ebenezer Prout, Wood entered the Royal Academy of Music at the age of seventeen, studying harmony and composition with Prout, organ with Charles Steggall, and piano with Walter Macfarren. It is not clear whether he was a member of Manuel Garcia's singing class, but it is certain that he became its accompanist and was greatly influenced by Garcia. Wood also accompanied the opera class, taught by Garcia's son Gustave. Wood's ambition at the time was to become a teacher of singing, and he gave singing lessons throughout his life. He attended the classes of as many singing teachers as he could, although by his own account, \"I possess a terrible voice. Garcia said it would go through a brick wall. In fact, a real conductor's voice.\".\n", "labels": "What is the full name of the person that sang songs from their native Wales?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-3e8d45a9a5cb487896985edb8019f303"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Set in New France in 1634 (in the period of conflicts known as the Beaver Wars), the film begins in the settlement that will one day become Quebec City. Jesuit missionaries are trying to encourage the local Algonquin Indians to embrace Christianity, with thus far only limited results. Samuel de Champlain, founder of the settlement, sends Father LaForgue, a young Jesuit priest, to find a distant Catholic mission in a Huron village. With winter approaching, the journey will be difficult and cover as much as 1500 miles.\nLaForgue is accompanied on his journey by a non-Jesuit assistant, Daniel, and a group of Algonquin Indians whom Champlain has charged with guiding him to the Huron village. This group includes Chomina \u2013 an older, experienced traveller who has clairvoyant dreams; his wife; and Annuka, their daughter. As they journey across the lakes and forests, Daniel and Annuka fall in love, to the discomfort of the celibate LaForgue.\nThe group meet with a band of Montagnais, First Nations people who have never met Frenchmen before. The Montagnais shaman, the \"mestigoit\", is suspicious (and implicitly jealous) of LaForgue's influence over the Algonquins. He accuses him of being a devil. He encourages Chomina and the other Algonquins to abandon the two Frenchmen and travel instead to a winter hunting lodge. This they do, paddling away from the Frenchmen. LaForgue accepts his fate, but Daniel is determined to stay with Annuka and follows the Indians as they march across the forest. When one Indian tries to shoot Daniel, Chomina is consumed by guilt at having betrayed Champlain's trust. He and a few other members of the Algonquin tribe return with Daniel to try to find LaForgue.\n", "labels": "What is the first name of the father whose daughter Daniel fall for?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-602a3470d36e4df2a83de6bc34bf51b3"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Set in New France in 1634 (in the period of conflicts known as the Beaver Wars), the film begins in the settlement that will one day become Quebec City. Jesuit missionaries are trying to encourage the local Algonquin Indians to embrace Christianity, with thus far only limited results. Samuel de Champlain, founder of the settlement, sends Father LaForgue, a young Jesuit priest, to find a distant Catholic mission in a Huron village. With winter approaching, the journey will be difficult and cover as much as 1500 miles.\nLaForgue is accompanied on his journey by a non-Jesuit assistant, Daniel, and a group of Algonquin Indians whom Champlain has charged with guiding him to the Huron village. This group includes Chomina \u2013 an older, experienced traveller who has clairvoyant dreams; his wife; and Annuka, their daughter. As they journey across the lakes and forests, Daniel and Annuka fall in love, to the discomfort of the celibate LaForgue.\nThe group meet with a band of Montagnais, First Nations people who have never met Frenchmen before. The Montagnais shaman, the \"mestigoit\", is suspicious (and implicitly jealous) of LaForgue's influence over the Algonquins. He accuses him of being a devil. He encourages Chomina and the other Algonquins to abandon the two Frenchmen and travel instead to a winter hunting lodge. This they do, paddling away from the Frenchmen. LaForgue accepts his fate, but Daniel is determined to stay with Annuka and follows the Indians as they march across the forest. When one Indian tries to shoot Daniel, Chomina is consumed by guilt at having betrayed Champlain's trust. He and a few other members of the Algonquin tribe return with Daniel to try to find LaForgue.\n", "labels": "What is the first name of the person whose trust was betrayed by Chomina?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-602a3470d36e4df2a83de6bc34bf51b3"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Virginia's educational system consistently ranks in the top five states on the U.S. Department of Education's National Assessment of Educational Progress, with Virginia students outperforming the average in all subject areas and grade levels tested. The 2018 Quality Counts report ranked Virginia's K\u201312 education tenth best in the country. All school divisions must adhere to educational standards set forth by the Virginia Department of Education, which maintains an assessment and accreditation regime known as the Standards of Learning to ensure accountability. In 2018, 91.6% of high school students graduated on-time after four years, and increase of two percent from 2013.Public K\u201312 schools in Virginia are generally operated by the counties and cities, and not by the state. As off the 2018\u201319 academic year, a total of 1,290,576 students were enrolled in 2,293 local and regional schools in the Commonwealth, including eight charter schools, and an additional 98 alternative and special education centers across 133 school divisions. 2018 marked the first decline in overall enrollment in public schools, by just over 2,000 students, since 1984. Besides the general public schools in Virginia, there are Governor's Schools and selective magnet schools. The Governor's Schools are a collection of more than 40 regional high schools and summer programs intended for gifted students. The Virginia Council for Private Education oversees the regulation of 483 state accredited private schools. An additional 17,283 students receive homeschooling.As of 2019, there are 169 colleges and universities in Virginia. In the 2019 U.S. News & World Report ranking of national public universities, the University of Virginia is ranked No. 3, the College of William and Mary is No. 10, Virginia Tech is No. 30, George Mason University is No. 67, and Virginia Commonwealth University is No. 80. Virginia Commonwealth is also ranked the No. 2 public graduate school in fine arts, while James Madison University is ranked the No. 6 regional university in The South. The Virginia Military Institute is the oldest state military college. Virginia State University and Virginia Tech are the state's land-grant universities. Virginia also operates 23 community colleges on 40 campuses serving over 225,000 credit students and around 175,000 non-credit students as of 2017. There are 124 private institutions in the state, including nationally ranked liberal arts colleges Washington and Lee University at No. 11, the University of Richmond at No. 25, and the Virginia Military Institute at No. 81. As of 2018, Liberty University had the largest enrollment, with 88,283 online students and 15,105 on-campus students in Lynchburg.\n", "labels": "What is the name of the state in which there are 124 private institutions?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-3486f0779b1d4cf99be8d755fb00a2d7"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Two young American couples \u2014 Jeff and Amy, and Eric and Stacy \u2014 enjoy their vacation in Mexico. They meet Mathias, a German tourist, who is looking for his brother Heinrich. His last known location is an archaeological dig at a remote Mayan ruin in the jungle. They are also joined by Dimitri, Mathias's friend. The group reaches the ruins of a Mayan temple, and are confronted by Mayan villagers with guns and bows. Mathias tries to explain their purpose, but the villagers do not understand Spanish or English. When Amy accidentally touches some vines the villagers become increasingly agitated. Dimitri approaches the villagers, hoping to appease them, but they shoot and kill him. The rest of the group flees up the steps of the ruins.\nAt the top, they find an abandoned camp and a shaft in the center. The group cannot call for help since Eric's phone has no signal. They hear a cell phone ringing from somewhere inside the ruins. Believing it is Heinrich's phone ringing, the rest of the group lowers Mathias down the shaft with a rope. The rope breaks and Mathias falls, becoming completely paralyzed. Amy and Jeff descend the temple steps hoping to reason with the Mayans, but to no success. In anger, Amy throws a clump of vines at them and hits a young boy, whom the Mayans promptly kill. They realize the Mayans are afraid of the vines, and won't let them go since they have touched them. Later, Stacy and Amy descend the shaft to help Mathias and to find the phone. Jeff and Eric rig a backboard and bring Mathias out of the shaft.\n", "labels": "What are the first names of the people that go to the Mayan Temple?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0743d2f3c5874c4385d97c50e7aff2b6"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: William Etty (1787\u20131849), the seventh son of a York baker and miller, had originally been an apprentice printer in Hull, but on completing his seven-year apprenticeship in 1805 moved to London to become an artist. In January 1807 he was admitted to the Royal Academy Schools as a probationer, and in July of that year became a student of renowned portrait painter Thomas Lawrence, studying under him for a year.Strongly influenced by the works of Titian and Rubens, Etty became famous for painting nude figures in biblical, literary and mythological settings. He became well-respected for his ability to capture flesh tones accurately in painting, and for his fascination with contrasts in skin tones. Many of his peers greatly admired his work, and in February 1828 he defeated John Constable by 18 votes to five to become a full Royal Academician, at the time the highest honour available to an artist.Between 1820 and 1829 Etty exhibited 15 paintings, of which 14 depicted nude figures. While some nude paintings by foreign artists existed in private collections in England, the country had no tradition of nude painting and the display and distribution of nude material to the public had been suppressed since the 1787 Proclamation for the Discouragement of Vice.Etty was the first British artist to specialise in the nude, and the prurient reaction of the lower classes to these paintings caused concern throughout the 19th century. Although his portraits of male nudes were generally well received, many critics condemned his recurrent depictions of female nudity as indecent.\n", "labels": "What is the last name of the person who became a full Royal Academician?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-838079f505ba40b3acd68ba9dd78e421"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: During his lifetime it was above all as a master of orchestration that Ravel was famous. He minutely studied the ability of each orchestral instrument to determine its potential, putting its individual colour and timbre to maximum use. The critic Alexis Roland-Manuel wrote, \"In reality he is, with Stravinsky, the one man in the world who best knows the weight of a trombone-note, the harmonics of a 'cello or a pp tam-tam in the relationships of one orchestral group to another.\"\nFor all Ravel's orchestral mastery, only four of his works were conceived as concert works for symphony orchestra: Rapsodie espagnole, La valse and the two concertos. All the other orchestral works were written either for the stage, as in Daphnis et Chlo\u00e9, or as a reworking of piano pieces, Alborada del gracioso and Une barque sur l'ocean, (Miroirs), Valses nobles et sentimentales,  Ma m\u00e8re l'Oye, Tzigane (originally for violin and piano) and Le tombeau de Couperin. In the orchestral versions, the instrumentation generally clarifies the harmonic language of the score and brings sharpness to classical dance rhythms. Occasionally, as in the Alborada del gracioso, critics have found the later orchestral version less persuasive than the sharp-edged piano original.In some of his scores from the 1920s, including Daphnis et Chlo\u00e9, Ravel frequently divides his upper strings, having them play in six to eight parts while the woodwind are required to play with extreme agility. His writing for the brass ranges from softly muted to triple-forte outbursts at climactic points. In the 1930s he tended to simplify his orchestral textures. The lighter tone of the G major Piano Concerto follows the models of Mozart and Saint-Sa\u00ebns, alongside use of jazz-like themes. The critics Edward Sackville-West and Desmond Shawe-Taylor comment that in the slow movement, \"one of the most beautiful tunes Ravel ever invented\", the composer \"can truly be said to join hands with Mozart\". The most popular of Ravel's orchestral works, Bol\u00e9ro (1928), was conceived several years before its completion; in 1924 he said that he was contemplating \"a symphonic poem without a subject, where the whole interest will be in the rhythm\".Ravel made orchestral versions of piano works by Schumann, Chabrier, Debussy and Mussorgsky's piano suite Pictures at an Exhibition. Orchestral versions of the last by Mikhail Tushmalov, Sir Henry Wood and Leo Funtek predated Ravel's 1922 version, and many more have been made since, but Ravel's remains the best known. Kelly remarks on its \"dazzling array of instrumental colour\", and a contemporary reviewer commented on how, in dealing with another composer's music, Ravel had produced an orchestral sound wholly unlike his own.\n", "labels": "Who does Alexis Roland-Manuel state,  with Stravinsky, is the one man in the world who best knows the weight of a trombone-note, the harmonics of a 'cello or a pp tam-tam in the relationships of one orchestral group to another?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-11777a8a373a415c85a5ba0a24d9db7b"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Radiohead began work on their ninth studio album in September 2014, joined again by Godrich. In 2015 they resumed work in the La Fabrique studio near Saint-R\u00e9my-de-Provence, France. The sessions were marred by the death of Godrich's father, and Yorke's separation from his wife, Rachel Owen, who died of cancer several months after the album's completion. In the same year, Yorke contributed a soundtrack, Subterranea, to The Panic Office, an installation of Radiohead artwork in Sydney, Australia, and Junun, a collaboration between Greenwood, Godrich, Israeli composer Shye Ben Tzur and Indian musicians, was released, accompanied by a documentary directed by Anderson. On Christmas Day 2015, Radiohead released a new song, \"Spectre\", on the audio streaming site SoundCloud. It had been commissioned for the 2015 James Bond film Spectre, but was rejected by the film producers as \"too dark\".Radiohead's ninth studio album, A Moon Shaped Pool, was released in May 2016 on Radiohead's website and online music stores, followed by retail versions in June via XL Recordings. It was promoted with music videos for the singles \"Burn the Witch\" and \"Daydreaming\", the latter directed by Anderson. The album includes several songs written years earlier, including \"True Love Waits\", and strings and choral vocals arranged by Jonny Greenwood and performed the London Contemporary Orchestra. It was Radiohead's sixth UK number-one album and reached number three in the US. It was the fifth Radiohead album nominated for the Mercury Prize, making Radiohead the most shortlisted act in the award's history, and was nominated for Best Alternative Music Album and Best Rock Song (for \"Burn the Witch\") at the 59th Annual Grammy Awards. It appeared on several publications' lists of the best albums of the year.\n", "labels": "Which song on their 2016 album was nominated for Best Rock Song at the 59th Grammy Awards?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b82da960723a49d496bc2e531bb2a22b"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 newspaper Aftonbladet had supplied the pigeons, bred in northern Norway with the optimistic hope that they would manage to return there, and their message cylinders contained pre-printed instructions in Norwegian asking the finder to pass the messages on to the newspaper's address in Stockholm. Andr\u00e9e released at least four pigeons, but only one was ever retrieved, by a Norwegian steamer where the pigeon had alighted and been promptly shot. Its message is dated 13 July and gives the travel direction at that point as East by 10\u00b0 South. The message reads: \"The Andree Polar Expedition to the \"Aftonbladet\", Stockholm. 13 July, 12.30 p.m., 82 deg. north latitude, 15 deg. 5 min. east longitude. Good journey eastwards, 10 deg. south. All goes well on board. This is the third message sent by pigeon. Andree.\"\nLundstr\u00f6m and others note that all three messages fail to mention the accident at takeoff, or the increasingly desperate situation, which Andr\u00e9e described fully in his main diary. The balloon was out of equilibrium, sailing much too high and thereby losing hydrogen faster than even Nils Ekholm had feared, then repeatedly threatening to crash on the ice. It was weighed down by being rain-soaked (\"dripping wet\", writes Andr\u00e9e in the diary), and the men were throwing all the sand and some of the payload overboard to keep it airborne.\nFree flight lasted for 10 hours and 29 minutes and was followed by another 41 hours of bumpy riding with frequent ground contact before the inevitable final crash. The Eagle traveled for two days and three-and-a-half hours altogether, during which time, according to Andr\u00e9e, none of the three men got any sleep. The definitive landing appears to have been gentle. Neither the men nor the homing pigeons in their wicker cages were hurt, and none of the equipment was damaged, not even the delicate optical instruments and Strindberg's two cameras.\n", "labels": "What was the name of the item that was in an accident at takeoff?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-ecc8b129ee0a47538ebe31982073b83c"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 newspaper Aftonbladet had supplied the pigeons, bred in northern Norway with the optimistic hope that they would manage to return there, and their message cylinders contained pre-printed instructions in Norwegian asking the finder to pass the messages on to the newspaper's address in Stockholm. Andr\u00e9e released at least four pigeons, but only one was ever retrieved, by a Norwegian steamer where the pigeon had alighted and been promptly shot. Its message is dated 13 July and gives the travel direction at that point as East by 10\u00b0 South. The message reads: \"The Andree Polar Expedition to the \"Aftonbladet\", Stockholm. 13 July, 12.30 p.m., 82 deg. north latitude, 15 deg. 5 min. east longitude. Good journey eastwards, 10 deg. south. All goes well on board. This is the third message sent by pigeon. Andree.\"\nLundstr\u00f6m and others note that all three messages fail to mention the accident at takeoff, or the increasingly desperate situation, which Andr\u00e9e described fully in his main diary. The balloon was out of equilibrium, sailing much too high and thereby losing hydrogen faster than even Nils Ekholm had feared, then repeatedly threatening to crash on the ice. It was weighed down by being rain-soaked (\"dripping wet\", writes Andr\u00e9e in the diary), and the men were throwing all the sand and some of the payload overboard to keep it airborne.\nFree flight lasted for 10 hours and 29 minutes and was followed by another 41 hours of bumpy riding with frequent ground contact before the inevitable final crash. The Eagle traveled for two days and three-and-a-half hours altogether, during which time, according to Andr\u00e9e, none of the three men got any sleep. The definitive landing appears to have been gentle. Neither the men nor the homing pigeons in their wicker cages were hurt, and none of the equipment was damaged, not even the delicate optical instruments and Strindberg's two cameras.\n", "labels": "What was the name of the vehicle that  was weighed down by being rain-soaked?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-ecc8b129ee0a47538ebe31982073b83c"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 palazzo remained the principal Medici residence until the last male Medici heir died in 1737. It was then occupied briefly by his sister, the elderly Electress Palatine; on her death, the Medici dynasty became extinct and the palazzo passed to the new Grand Dukes of Tuscany, the Austrian House of Lorraine, in the person of Francis I, Holy Roman Emperor. The Austrian tenancy was briefly interrupted by Napoleon, who used the palazzo during his period of control over Italy.When Tuscany passed from the House of Lorraine to the House of Savoy in 1860, the Palazzo Pitti was included. After the Risorgimento, when Florence was briefly the capital of the Kingdom of Italy, Victor Emmanuel II resided in the palazzo until 1871. His grandson, Victor Emmanuel III, presented the palazzo to the nation in 1919.  The palazzo and other buildings in the Boboli Gardens were then divided into five separate art galleries and a museum, housing not only many of its original contents, but priceless artefacts from many other collections acquired by the state.  The 140 rooms open to the public are part of an interior, which is in large part a later product than the original portion of the structure, mostly created in two phases, one in the 17th century and the other in the early 18th century. Some earlier interiors remain, and there are still later additions such as the Throne Room. In 2005 the surprise discovery of forgotten 18th-century bathrooms in the palazzo revealed remarkable examples of contemporary plumbing very similar in style to the bathrooms of the 21st century.\n", "labels": "Whose grandfather lived in Palazzo Pitti until 1871?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f27cce0a5eaa449fa8a02245189054cf"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Scene: A Ruined Temple on the Summit of Mount Olympus\nOn Mount Olympus, the elderly deities complain of feeling old and lament their waning influence on Earth.  Mercury complains that the older gods are lazy and leave all their duties to him, while he gets no credit for all his drudgery.  Jupiter says that matters have reached a crisis, but he is unsure what can be done about it.  Just then, the gods see a swarm of mortals ascending the mountain and withdraw to observe them from a distance.\nThespis's acting company enters for a picnic celebrating the marriage of two of its members, Sparkeion and Nicemis.  The actors, being cheap, have failed to contribute substantial food items to the picnic.  Sparkeion flirts with his former fianc\u00e9e, Daphne, which annoys Nicemis.  In retaliation, Nicemis flirts with her old suitor, Thespis, but he declines to flirt back.  Thespis explains to his troupe that a successful manager must be aloof from those he manages, or he will lose his authority.\nJupiter, Mars and Apollo enter.  All of the actors flee in terror, except for Thespis.  Jupiter asks Thespis whether he is impressed with the father of the gods.  Thespis replies that the gods are unimpressive and suggests that they go down to earth in disguise to \"mingle\" and judge for themselves what people think of them.  They agree to invest the actors with their powers, as they take a merry holiday below on Earth.  Thespis agrees that he and his company will keep things running on Mount Olympus during the gods' absence.  Each actor takes the place of one of the gods, with Thespis himself replacing Jupiter.  Mercury stays behind to offer any advice the actors may need.\n", "labels": "What is the name of the person Thespis declines to flirt with?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-12d89c175b5644a5a304220f55e8de77"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 floatplane navigates through the Pacific Northwest, landing in Burrard Inlet. As the well-dressed passenger emerges, CIA covert operations officer Richard Malone targets him in his crosshairs, but he is unable to pull the trigger. He tells his CIA control officer Jaime that he has reached his limit and is quitting the agency.  He burns his Maryland driver's license and heads inland. His Ford Mustang breaks down in a rural Oregon valley. Malone pushes it to a gas station and garage owned by Paul Barlow, who runs the station with his 17-year-old daughter Jo. Barlow suggests the fastest way to repair the car is to tow it 60 miles to a larger service station. Malone opts to wait for the necessary parts to arrive. Paul invites Malone to stay in the spare room.  Malone and Paul become friends as they discuss their respective military service in the Vietnam War.\nJo snoops through Malone's possessions, finding a pistol. Malone helps Paul with his repair work and sizes up the town, which is under the thumb of Charles Delaney, who buys up all the property he can and forces people to sell if they first refuse.  Delaney is a wealthy white ultra-nationalist who runs a right-wing terrorist group. A group of Delaney's thugs harass Malone and Jo on a bridge and refuse to let them pass. Malone defends himself when he is attacked. He severely beats the ringleader, Dan Bollard, sending him to the hospital. Dan's brother, Calvin, is goaded into killing Malone by Delaney's main henchman Madrid.  Calvin tries to shoot Malone at the local barber shop but Malone shoots and kills Calvin instead.\n", "labels": "What is the ;ast name of the person who tells someone that they have reached their limit?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5b746489d3b54c55a49684ab658a615f"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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's absorption of folksong, not only in the melodic sense but in terms of its simplicity and economy of expression, helped to develop a style that many of his contemporaries, even admirers, found austere and cerebral. This is contrary to the popular identification of Holst with The Planets, which Matthews believes has masked his status as a composer of genuine originality. Against charges of coldness in the music, Imogen cites Holst's characteristic \"sweeping modal tunes mov[ing] reassuringly above the steps of a descending bass\", while Michael Kennedy points to the 12 Humbert Wolfe settings of 1929, and the 12 Welsh folksong settings for unaccompanied chorus of 1930\u201331, as works of true warmth.Many of the characteristics that Holst employed \u2014 unconventional time signatures, rising and falling scales, ostinato, bitonality and occasional polytonality \u2014 set him apart from other English composers. Vaughan Williams remarked that Holst always said in his music what he wished to say, directly and concisely; \"He was not afraid of being obvious when the occasion demanded, nor did he hesitate to be remote when remoteness expressed his purpose\". Kennedy has surmised that Holst's economy of style was in part a product of the composer's poor health: \"the effort of writing it down compelled an artistic economy which some felt was carried too far\". However, as an experienced instrumentalist and orchestra member, Holst understood music from the standpoint of his players and made sure that, however challenging, their parts were always practicable. According to his pupil Jane Joseph, Holst fostered in performance \"a spirit of practical comradeship ... none could know better than he the boredom possible to a professional player, and the music that rendered boredom impossible\".\n", "labels": "What is the last name of the person who had Jane as a pupil?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1a1e73176a964b2d91dbc5469987b5e2"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Jimmy and Fletch are two friends living in London, experiencing life problems. Jimmy is dumped by his unscrupulous girlfriend, and Fletch is fired from his job as a clown for punching a child. They decide to escape their woes and hike to a remote village in Norfolk that they find on an old map. As they arrive at a pub in the village, with Jimmy upset about Fletch destroying his phone, they see a number of attractive foreign female history students leaving.\nHoping to find more beautiful women inside, they are greeted by a morose crowd of men and approached by a seemingly crazed vicar who believes Jimmy is a long lost descendant of a local vampire slayer. As the barman offers the two men free ale as an apology for the vicar, they learn the students they saw earlier are going to a cottage, where they are to stay the night. Jimmy and Fletch pursue the students' van, catching up to it as the engine has broken down, and are introduced to four girls (Heidi, Lotte, Anke and Trudi). They are invited to join a party on the bus.\nThe group arrives at their destination, only to learn that a curse rests over the village and that every female child turns into a lesbian vampire on her 18th birthday. There is an old legend stating that the Vampire Queen, Carmilla, descended on the village during the night of a blood moon, killed its menfolk and seduced its women to her evil. When the ruler of the land, Baron Wolfgang Mclaren (Jimmy's great ancestor) returned from the Crusades, he discovered one of the women corrupted by Carmilla was his wife, Eva. The baron forged a sacred sword, then defeated Carmilla, but before dying, Carmilla cursed the village, adding that when the blood of the last of Mclaren's bloodline mixed with a virgin girl's blood, Carmilla would be resurrected.\n", "labels": "What will happen to Carmilla if the Baron's descendant mixes blood with a virgin girl?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-91c212c95151421da878837e0125d868"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 1823, a year after independence, slaves made up 29% of the population of Brazil, a figure which fell throughout the lifetime of the Empire: from 24% in 1854, to 15.2% in 1872, and finally to less than 5% in 1887\u2014the year before slavery was completely abolished. Slaves were mostly adult males from southwestern Africa. Slaves brought to Brazil differed ethnically, religiously and linguistically, each identifying primarily with his or her own nation of origin, rather than by a shared African ethnicity. Some of the slaves brought to the Americas had been captured while fighting intertribal wars in Africa and had then been sold to slave dealers.Slaves and their descendants were usually found in regions devoted to producing exports for foreign markets. Sugarcane plantations on the eastern coast of the northeast region during the 16th and 17th centuries are typical of economic activities dependent on slave labor. In northern Maranh\u00e3o province, slave labor was used in cotton and rice production in the 18th century. In this period, slaves were also exploited in Minas Gerais province where gold was extracted. Slavery was also common in Rio de Janeiro and S\u00e3o Paulo during the 19th century for the cultivation of coffee which became vital to the national economy. The prevalence of slavery was not geographically uniform across Brazil. Around 1870 only five provinces (Rio de Janeiro with 30%, Bahia with 15%, Minas Gerais with 14%, S\u00e3o Paulo with 7% and Rio Grande do Sul also with 7%) held 73% of the nation's total slave population. These were followed by Pernambuco (with 6%) and Alagoas (with 4%). Among the remaining 13 provinces none individually had even 3%.Most slaves worked as plantation laborers. Relatively few Brazilians owned slaves and most small and medium-sized farms employed free workers. Slaves could be found scattered throughout society in other capacities: some were used as house servants, farmers, miners, prostitutes, gardeners and in many other roles. Many emancipated slaves went on to acquire slaves and there were even cases of slaves who had their own slaves. While slaves were usually black or mulatto there were reported cases of slaves who appeared to be of European descent\u2014the product of generations of inter-ethnic sexual relations between male slave owners and their female mulatto slaves. Even the harshest slave owners adhered to a long-established practice of selling slaves along with their families, taking care not to separate individuals. Slaves were regarded by law as properties. The ones who were freed immediately became citizens with all civil rights guaranteed\u2014the only exception being that, until 1881, freed slaves were barred from voting in elections, although their children and descendants could vote.\n", "labels": "What were used as used as house servants, farmers, miners, prostitutes, and gardeners?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-47e1336076624fc888f49d0b9a8b77dd"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 mid-19th-century patriarch of the Hungarian-Jewish Sonnenschein family is a tavern owner who makes his own popular distilled herb-based tonic in Austria-Hungary. The tonic, called Taste of Sunshine, is later commercially made by his son, Emmanuel, bringing the family great wealth and prestige. He builds a large estate where his oldest son, Ignatz, falls in love with his first cousin, Valerie, despite the disapproval of Emmanuel and Rose. Ignatz, while studying in law school, begins an affair with Valerie. Ignatz graduates and later earns a place as a respected district judge, when he is asked by the chief judge to change his Jewish surname in order to be promoted to the central court. The entire generation \u2013 Ignatz, his physician brother Gustave and photographer cousin Valerie \u2013 change their last name to Sors (\"fate\"), a more Hungarian-sounding name. Ignatz then gets promoted when he tells the Minister of Justice a way to delay the prosecution of corrupt politicians.\nIn the spring of 1899, when Valerie becomes pregnant, she and Ignatz happily marry before the birth of their son, Istvan. Their second son, Adam, is born in 1902. Ignatz continues to support the Habsburg monarchy, while Gustave pushes for a communist revolution. Both brothers enlist in the Austro-Hungarian Army as officers during World War I. In the days after the war, Valerie briefly leaves him for another man, the old monarchy collapses, and Ignatz loses his judicial position under a series of short-lived socialist and communist regimes in which Gustave is involved. When a new monarchy emerges and asks Ignatz to oversee trials of retribution against the communists, he declines and is forced to retire. His health deteriorates rapidly and he dies, leaving Valerie as head of the family.\n", "labels": "What are the names of Ignatz and Valerie's sons?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5cc15c8913af4982ae8b744724d2141d"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 film begins by introducing Kellyanne Williamson, playing with imaginary friends Pobby and Dingan. The family of Rex Williamson\u2014his wife, Anne, daughter Kellyanne and son Ashmol\u2014have moved to Coober Pedy, known as the \"opal capital of Australia\", because Rex believed he could make a fortune in mining opal. So far he's had little success. Ashmol, while he loves his sister, is frequently annoyed when she talks to her imaginary friends, and some of the kids at school tease the siblings because of them.\nRex and Anne decide it is time to separate Kellyanne from her invisible companions. Annie takes Kellyanne to a Christmas party at Annie's friend's house, Rex telling her that he will let Pobby and Dingan come with him to go opal mining. Upon Rex's return, Kellyanne says she can no longer see them and that they have disappeared. She insists on going to the opal mining area to look for them, accompanied by Rex and Ashmol. The family accidentally strays on to a neighbouring miner's claim. The miner, Sid, pulls a shotgun on Rex and calls the police, thinking that Rex was \"ratting\" on his territory - that is, looking for opals on his turf.\nKellyanne is grief-stricken at the loss of her imaginary friends and takes ill, although doctors can find nothing physically wrong with her. Rex has to leave his opal claim. Annie loses her job at the local supermarket, thanks to the circulating rumours around Rex's arrest. Convinced that Kellyanne is faking her illness, Ashmol nonetheless goes along with her wish that he try to find Pobby and Dingan. He even comes up with the idea of putting posters around town. Ultimately, returning to his father's mine area, Ashmol finds two lollipop wrappers. Deeper in the tunnel, he finds a large opal which he takes back to Kellyanne. He tells her he has found Pobby and Dingan, and that they are dead.\n", "labels": "What are the first names of Kellyanne's parents?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d9ee914944e04b8c8bbf7f361a1ae706"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 film begins by introducing Kellyanne Williamson, playing with imaginary friends Pobby and Dingan. The family of Rex Williamson\u2014his wife, Anne, daughter Kellyanne and son Ashmol\u2014have moved to Coober Pedy, known as the \"opal capital of Australia\", because Rex believed he could make a fortune in mining opal. So far he's had little success. Ashmol, while he loves his sister, is frequently annoyed when she talks to her imaginary friends, and some of the kids at school tease the siblings because of them.\nRex and Anne decide it is time to separate Kellyanne from her invisible companions. Annie takes Kellyanne to a Christmas party at Annie's friend's house, Rex telling her that he will let Pobby and Dingan come with him to go opal mining. Upon Rex's return, Kellyanne says she can no longer see them and that they have disappeared. She insists on going to the opal mining area to look for them, accompanied by Rex and Ashmol. The family accidentally strays on to a neighbouring miner's claim. The miner, Sid, pulls a shotgun on Rex and calls the police, thinking that Rex was \"ratting\" on his territory - that is, looking for opals on his turf.\nKellyanne is grief-stricken at the loss of her imaginary friends and takes ill, although doctors can find nothing physically wrong with her. Rex has to leave his opal claim. Annie loses her job at the local supermarket, thanks to the circulating rumours around Rex's arrest. Convinced that Kellyanne is faking her illness, Ashmol nonetheless goes along with her wish that he try to find Pobby and Dingan. He even comes up with the idea of putting posters around town. Ultimately, returning to his father's mine area, Ashmol finds two lollipop wrappers. Deeper in the tunnel, he finds a large opal which he takes back to Kellyanne. He tells her he has found Pobby and Dingan, and that they are dead.\n", "labels": "What are the first names of the three people who went looking for Pobby and Dingan?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d9ee914944e04b8c8bbf7f361a1ae706"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Dale stars as Arnie Haines, a rock and roll star who returns to his hometown to rest up for the summer only to find that rock and roll has been banned there by disapproving adults. Among those against him is influential newspaper columnist Arline MacLaine, though this does not stop Arnie from starting up a romance with MacLaine's daughter Francine.  At Francine's urging, Arnie decides to perform a show to demonstrate to Arline that the adults' fears are unjustified.  Meanwhile, MacLaine's columns have led to other towns across the country canceling planned rock and roll shows.  This leaves big-name acts like Bill Haley, Little Richard, The Treniers and Dave Appell available to perform in Arnie's show.\nThe show goes well at first, with Arline prepared to write a new column acknowledging that the music is harmless. However, things go awry when Arnie rejects the advances of local girl Sunny Everett.  In retaliation, Sunny gets drunk and gets two boys to begin a brawl.  No one believes that Sunny was at fault and the resulting newspaper articles reporting that the show led to a drunken brawl among its attendees give rock and roll a worse reputation than ever.\nAs his final play, Arnie works with a local theater group to put on a show called \"The Pageant of Art and Culture\" to appeal to the adults.  The show opens with depictions of paintings by Vermeer and Renoir, followed by a minuet dance performance, this show of high culture meeting with the strong approval of the adults in attendance.  However, the show's next number is taken directly from those adults' own days of youth: a raucous performance of the Charleston, providing a stark contrast between the entertainment in which the adults indulged when they were young and what they are now advocating for their children.\n", "labels": "What is the last name of the person Arline is against?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4041c91f334b445baee818adbea753a6"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Fowzi Nejad was the only gunman to survive the SAS assault. After being identified, he was dragged away by an SAS trooper, who allegedly intended to take him back into the building and shoot him. The soldier reportedly changed his mind when it was pointed out to him that the raid was being broadcast on live television. It later emerged that the footage from the back of the embassy was coming from a wireless camera placed in the window of a flat overlooking the embassy. The camera had been installed by ITN technicians, who had posed as guests of a local resident in order to get past the police cordon, which had been in place since the beginning of the siege. Nejad was arrested, and was eventually tried, convicted, and sentenced to life imprisonment for his role in the siege. He became eligible for parole in 2005.\nAs a foreign national, he would normally have been immediately deported to his home country but Article 3 of the European Convention on Human Rights, incorporated into British law by the Human Rights Act 1998, has been held by the European Court of Human Rights to prohibit deportation in cases where the person concerned would be likely to be tortured or executed in his home country. Nejad was eventually paroled in 2008 and granted leave to remain in the UK, but was not given political asylum. The Home Office released a statement, saying \"We do not give refugee status to convicted terrorists. Our aim is to deport people as quickly as possible but the law requires us to first obtain assurances that the person being returned will not face certain death\". After 27 years in prison, Nejad was deemed no longer to be a threat to society, but Trevor Lock wrote to the Home Office to oppose his release. Because it is accepted by the British government that he would be executed or tortured, he cannot be deported to Iran under the Human Rights Act 1998. He now lives in Peckham, south London, having assumed another identity.\n", "labels": "What's the first name of the convicted terrorist who assumed a new identity and lives in Peckham?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-ed86731dc556415c8203dbdd8a48bd5f"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Fowzi Nejad was the only gunman to survive the SAS assault. After being identified, he was dragged away by an SAS trooper, who allegedly intended to take him back into the building and shoot him. The soldier reportedly changed his mind when it was pointed out to him that the raid was being broadcast on live television. It later emerged that the footage from the back of the embassy was coming from a wireless camera placed in the window of a flat overlooking the embassy. The camera had been installed by ITN technicians, who had posed as guests of a local resident in order to get past the police cordon, which had been in place since the beginning of the siege. Nejad was arrested, and was eventually tried, convicted, and sentenced to life imprisonment for his role in the siege. He became eligible for parole in 2005.\nAs a foreign national, he would normally have been immediately deported to his home country but Article 3 of the European Convention on Human Rights, incorporated into British law by the Human Rights Act 1998, has been held by the European Court of Human Rights to prohibit deportation in cases where the person concerned would be likely to be tortured or executed in his home country. Nejad was eventually paroled in 2008 and granted leave to remain in the UK, but was not given political asylum. The Home Office released a statement, saying \"We do not give refugee status to convicted terrorists. Our aim is to deport people as quickly as possible but the law requires us to first obtain assurances that the person being returned will not face certain death\". After 27 years in prison, Nejad was deemed no longer to be a threat to society, but Trevor Lock wrote to the Home Office to oppose his release. Because it is accepted by the British government that he would be executed or tortured, he cannot be deported to Iran under the Human Rights Act 1998. He now lives in Peckham, south London, having assumed another identity.\n", "labels": "What is the last name of the person who was thought to be executed or tortured if they were deported to Iran?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-ed86731dc556415c8203dbdd8a48bd5f"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 film opens with \"The Super Fan\", an avid Chiefs fan, making his 3rd belt. The film depicts the lives of 5 Chiefs players: Mike Bajurny (brother of producer David Bajurny), Brady Austin, Mike Henderson and Cory Holland.\nWith the exception of Henderson, all of these players live in an abandoned storage area on the second story of Colis\u00e9e de Laval, affectionately known as \"The Rat's Nest\". Several players discuss the living conditions. Some don't mind it, while other say that since the room is near an exit, the apartments will not be used for a fire exit. Henderson mentions that the living situation isn't bad for a young single guy.\nHenderson discusses his role with the team. He doesn't think he is limited to being a fighter, but considers himself to have an Owen Nolan-type of role with the team, where he could be tough as needed.\nThe Super Fan shows how he prepares for a big game: which involves the shining of one of his championship belts.  A shot of the arena is shown with fans mock-fighting each other with security surrounding the ice. Craig Martin discusses a line brawl and how it originated. At the end of the second, the team was trailing 3-0, but the Chiefs would score 7 goals to come back and win.\nFamilies of the players discuss their son's and boyfriend's role with the team. Bajurny's mother does not approve of her son's role as a fighter. Henderson's fianc\u00e9 discusses how they met and how she feels about him playing professional hockey.\nA 6'5\", 265 lbs ex-military strong man by the name of Tim Leveque comes to play for the Chiefs. The players discuss Tim coming to the team, and some players are concerned about not knowing his background. He immediately establishes himself as an enforcer. He is shown fighting 6'7\", 320 lb Dominic \"The Giant\" Forcier and beats him.\n", "labels": "What is the first name of the person who doesn't think that he is limited to being a fighter?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-53b7d7fd935c42b98782d69d338186fa"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: On 13 June walruses attacked and damaged the kayaks, causing another stop for repairs. On 17 June, as they prepared to leave again, Nansen thought he heard a dog bark and went to investigate. He then heard voices, and a few minutes later encountered a human being. It was Frederick Jackson, who had organised his own expedition to Franz Josef Land after being rejected by Nansen, and had based his headquarters at Cape Flora on Northbrook Island, the southernmost island of the archipelago. Jackson's own account records that his first reaction to this sudden meeting was to assume the figure to be a shipwrecked sailor, perhaps from the expedition's supply ship Windward which was due to call that summer. As he approached, Jackson saw \"a tall man, wearing a soft felt hat, loosely made, voluminous clothes and long shaggy hair and beard, all reeking with black grease\". After a moment's awkward hesitation, Jackson recognised his visitor: \"You are Nansen, aren't you?\", and received the reply \"Yes, I am Nansen.\"Johansen was rescued, and the pair taken to the base at Cape Flora, where they posed for photographs (in one instance re-enacting the Jackson\u2013Nansen meeting) before taking baths and haircuts. Both men seemed in good health, despite their ordeal; Nansen had put on 21 pounds (9.5 kg) in weight since the start of the expedition, and Johansen 13 pounds (5.9 kg). In honour of his rescuer, Nansen named the island where he had wintered \"Frederick Jackson Island\". For the next six weeks Nansen had little to do but await the arrival of Windward, worrying that he might have to spend the winter at Cape Flora, and sometimes regretting that he and Johansen had not pressed on to Spitsbergen. Johansen noted in his journal that Nansen had changed from the overbearing personality of the Fram days, and was now subdued and polite, adamant that he would never undertake such a journey again. On 26 July Windward finally arrived; on 7 August, with Nansen and Johansen aboard, she sailed south and on 13 August reached Vard\u00f8. A batch of telegrams was sent, informing the world of Nansen's safe return.\n", "labels": "What was the last name of the human being Nansen encountered?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-773f397250024098a402d52ff43678df"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 first film screening in Turkey was at Y\u0131ld\u0131z Palace in 1896, a year after the technology publicly debuted in Paris. Movie theaters rapidly cropped up in Beyo\u011flu, with the greatest concentration of theaters being along the street now known as \u0130stiklal Avenue. Istanbul also became the heart of Turkey's nascent film industry, although Turkish films were not consistently developed until the 1950s. Since then, Istanbul has been the most popular location to film Turkish dramas and comedies. The Turkish film industry ramped up in the second half of the century, and with Uzak (2002) and My Father and My Son (2005), both filmed in Istanbul, the nation's movies began to see substantial international success. Istanbul and its picturesque skyline have also served as a backdrop for several foreign films, including From Russia with Love (1963), Topkapi (1964), The World Is Not Enough (1999), and Mission Istaanbul (2008).Coinciding with this cultural reemergence was the establishment of the Istanbul Festival, which began showcasing a variety of art from Turkey and around the world in 1973. From this flagship festival came the International Istanbul Film Festival and the Istanbul International Jazz Festival in the early 1980s. With its focus now solely on music and dance, the Istanbul Festival has been known as the Istanbul International Music Festival since 1994. The most prominent of the festivals that evolved from the original Istanbul Festival is the Istanbul Biennial, held every two years since 1987. Its early incarnations were aimed at showcasing Turkish visual art, and it has since opened to international artists and risen in prestige to join the elite biennales, alongside the Venice Biennale and the S\u00e3o Paulo Art Biennial.\n", "labels": "From what flagship festival came the International Istanbul Film Festival and the Istanbul International Jazz Festival in the early 1980s?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-06a82c61d4d449d6b974e334b005dbf2"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: U-153 is damaged during air attack in the Atlantic, and its crew abandon to escape Chlorine gas leakage due to broken battery cells. Her commanding officer is overcome by fumes before he can jettison the ship's papers. Aware of the intelligence windfall that this represents, the submarine is taken by a British prize crew to be examined and inspected (in much the same manner that befell the real German U-boat later renamed HMS Graph ).\nIt is not long before British intelligence suggest a new use for the submarine as a Trojan Horse. A picked crew of volunteers led by Commander Tarlton take the U-153 back to war, to intercept and disable a German Wolf-pack; in this they succeed, even sinking the Wolf-pack leader in their subsequent escape.\nHer mission accomplished the U-153 is attacked and sunk by a British Frigate whose crew is oblivious to the submarine's mission or identity. Commander Tarlton orders his men to abandon ship, getting his crew off intact before she goes down. Their rescuers are astonished to learn that not only are the men they recover from the sea all British, but by attacking they have just sunk one of 'His Majesty's submarines\u2026'.\n", "labels": "What is U-153 at the time of its sinking?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0c0681f8e71a4fb9b7a5c46d85c24e00"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Oliver was born Bronwyn Gooda on 22 February 1959, in Gum Flat, west of Inverell, in New South Wales. Her parents were Milton, a farmer turned greenkeeper, and Wendy, who worked in a pharmacy. Her creativity was nurtured from a young age. Aged just eight, Oliver attended weekend art classes in Inverell run by Ian Howard, who went on to become dean of the college in Sydney where she would later study. As she was dux of her school, her parents expected her to go on to university. However, Oliver wished to pursue a creative career. When she told her parents of her plans, her mother replied, \"Darling, your father and I are very pleased you're going to art school, but if you'd been a son, I think we'd be a little disappointed.\" A rift subsequently developed between her and her family that resulted in her having no contact with them for 25 years.After leaving school, Oliver studied and worked in Sydney. She had intended to enrol in painting classes, but a computer error placed her in the sculpture course: she later said \"I knew straight away I was in the right place\".She graduated from the Alexander Mackie College of Advanced Education in 1980. Winning a New South Wales Travelling Art Scholarship in 1983, she then completed a master's degree at Chelsea School of Art in 1984. Her work was influenced by Richard Deacon, Antony Gormley and Martin Puryear under whom she studied while in England. Upon returning from the United Kingdom, she immediately met with further success, when in 1984 she won a Moet & Chandon Australian Art Fellowship. In 1988 she was granted a period as artist-in-residence in the city of Brest on the coast of Brittany, where she studied Celtic metalworking techniques.\n", "labels": "What was the real name of the woman who studied under Martin Puryear?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-31918529af8e4bd28e8f68e1347942f3"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Oliver was born Bronwyn Gooda on 22 February 1959, in Gum Flat, west of Inverell, in New South Wales. Her parents were Milton, a farmer turned greenkeeper, and Wendy, who worked in a pharmacy. Her creativity was nurtured from a young age. Aged just eight, Oliver attended weekend art classes in Inverell run by Ian Howard, who went on to become dean of the college in Sydney where she would later study. As she was dux of her school, her parents expected her to go on to university. However, Oliver wished to pursue a creative career. When she told her parents of her plans, her mother replied, \"Darling, your father and I are very pleased you're going to art school, but if you'd been a son, I think we'd be a little disappointed.\" A rift subsequently developed between her and her family that resulted in her having no contact with them for 25 years.After leaving school, Oliver studied and worked in Sydney. She had intended to enrol in painting classes, but a computer error placed her in the sculpture course: she later said \"I knew straight away I was in the right place\".She graduated from the Alexander Mackie College of Advanced Education in 1980. Winning a New South Wales Travelling Art Scholarship in 1983, she then completed a master's degree at Chelsea School of Art in 1984. Her work was influenced by Richard Deacon, Antony Gormley and Martin Puryear under whom she studied while in England. Upon returning from the United Kingdom, she immediately met with further success, when in 1984 she won a Moet & Chandon Australian Art Fellowship. In 1988 she was granted a period as artist-in-residence in the city of Brest on the coast of Brittany, where she studied Celtic metalworking techniques.\n", "labels": "What was the full name of the person whose parents were a farmer turned greenkeeper, and someone who worked in a pharmacy?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-31918529af8e4bd28e8f68e1347942f3"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Oliver was born Bronwyn Gooda on 22 February 1959, in Gum Flat, west of Inverell, in New South Wales. Her parents were Milton, a farmer turned greenkeeper, and Wendy, who worked in a pharmacy. Her creativity was nurtured from a young age. Aged just eight, Oliver attended weekend art classes in Inverell run by Ian Howard, who went on to become dean of the college in Sydney where she would later study. As she was dux of her school, her parents expected her to go on to university. However, Oliver wished to pursue a creative career. When she told her parents of her plans, her mother replied, \"Darling, your father and I are very pleased you're going to art school, but if you'd been a son, I think we'd be a little disappointed.\" A rift subsequently developed between her and her family that resulted in her having no contact with them for 25 years.After leaving school, Oliver studied and worked in Sydney. She had intended to enrol in painting classes, but a computer error placed her in the sculpture course: she later said \"I knew straight away I was in the right place\".She graduated from the Alexander Mackie College of Advanced Education in 1980. Winning a New South Wales Travelling Art Scholarship in 1983, she then completed a master's degree at Chelsea School of Art in 1984. Her work was influenced by Richard Deacon, Antony Gormley and Martin Puryear under whom she studied while in England. Upon returning from the United Kingdom, she immediately met with further success, when in 1984 she won a Moet & Chandon Australian Art Fellowship. In 1988 she was granted a period as artist-in-residence in the city of Brest on the coast of Brittany, where she studied Celtic metalworking techniques.\n", "labels": "What is the real name of the person whose creativity was nurtured from a young age?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-31918529af8e4bd28e8f68e1347942f3"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Oliver was born Bronwyn Gooda on 22 February 1959, in Gum Flat, west of Inverell, in New South Wales. Her parents were Milton, a farmer turned greenkeeper, and Wendy, who worked in a pharmacy. Her creativity was nurtured from a young age. Aged just eight, Oliver attended weekend art classes in Inverell run by Ian Howard, who went on to become dean of the college in Sydney where she would later study. As she was dux of her school, her parents expected her to go on to university. However, Oliver wished to pursue a creative career. When she told her parents of her plans, her mother replied, \"Darling, your father and I are very pleased you're going to art school, but if you'd been a son, I think we'd be a little disappointed.\" A rift subsequently developed between her and her family that resulted in her having no contact with them for 25 years.After leaving school, Oliver studied and worked in Sydney. She had intended to enrol in painting classes, but a computer error placed her in the sculpture course: she later said \"I knew straight away I was in the right place\".She graduated from the Alexander Mackie College of Advanced Education in 1980. Winning a New South Wales Travelling Art Scholarship in 1983, she then completed a master's degree at Chelsea School of Art in 1984. Her work was influenced by Richard Deacon, Antony Gormley and Martin Puryear under whom she studied while in England. Upon returning from the United Kingdom, she immediately met with further success, when in 1984 she won a Moet & Chandon Australian Art Fellowship. In 1988 she was granted a period as artist-in-residence in the city of Brest on the coast of Brittany, where she studied Celtic metalworking techniques.\n", "labels": "What is the real name of the person whose parents told them, \"your father and I are very pleased you're going to art school\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-31918529af8e4bd28e8f68e1347942f3"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Oliver was born Bronwyn Gooda on 22 February 1959, in Gum Flat, west of Inverell, in New South Wales. Her parents were Milton, a farmer turned greenkeeper, and Wendy, who worked in a pharmacy. Her creativity was nurtured from a young age. Aged just eight, Oliver attended weekend art classes in Inverell run by Ian Howard, who went on to become dean of the college in Sydney where she would later study. As she was dux of her school, her parents expected her to go on to university. However, Oliver wished to pursue a creative career. When she told her parents of her plans, her mother replied, \"Darling, your father and I are very pleased you're going to art school, but if you'd been a son, I think we'd be a little disappointed.\" A rift subsequently developed between her and her family that resulted in her having no contact with them for 25 years.After leaving school, Oliver studied and worked in Sydney. She had intended to enrol in painting classes, but a computer error placed her in the sculpture course: she later said \"I knew straight away I was in the right place\".She graduated from the Alexander Mackie College of Advanced Education in 1980. Winning a New South Wales Travelling Art Scholarship in 1983, she then completed a master's degree at Chelsea School of Art in 1984. Her work was influenced by Richard Deacon, Antony Gormley and Martin Puryear under whom she studied while in England. Upon returning from the United Kingdom, she immediately met with further success, when in 1984 she won a Moet & Chandon Australian Art Fellowship. In 1988 she was granted a period as artist-in-residence in the city of Brest on the coast of Brittany, where she studied Celtic metalworking techniques.\n", "labels": "Where did Oliver's mother work?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-31918529af8e4bd28e8f68e1347942f3"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Oliver was born Bronwyn Gooda on 22 February 1959, in Gum Flat, west of Inverell, in New South Wales. Her parents were Milton, a farmer turned greenkeeper, and Wendy, who worked in a pharmacy. Her creativity was nurtured from a young age. Aged just eight, Oliver attended weekend art classes in Inverell run by Ian Howard, who went on to become dean of the college in Sydney where she would later study. As she was dux of her school, her parents expected her to go on to university. However, Oliver wished to pursue a creative career. When she told her parents of her plans, her mother replied, \"Darling, your father and I are very pleased you're going to art school, but if you'd been a son, I think we'd be a little disappointed.\" A rift subsequently developed between her and her family that resulted in her having no contact with them for 25 years.After leaving school, Oliver studied and worked in Sydney. She had intended to enrol in painting classes, but a computer error placed her in the sculpture course: she later said \"I knew straight away I was in the right place\".She graduated from the Alexander Mackie College of Advanced Education in 1980. Winning a New South Wales Travelling Art Scholarship in 1983, she then completed a master's degree at Chelsea School of Art in 1984. Her work was influenced by Richard Deacon, Antony Gormley and Martin Puryear under whom she studied while in England. Upon returning from the United Kingdom, she immediately met with further success, when in 1984 she won a Moet & Chandon Australian Art Fellowship. In 1988 she was granted a period as artist-in-residence in the city of Brest on the coast of Brittany, where she studied Celtic metalworking techniques.\n", "labels": "What is the first name of the person whose creativity was nurtured from a young age?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-31918529af8e4bd28e8f68e1347942f3"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Oliver was born Bronwyn Gooda on 22 February 1959, in Gum Flat, west of Inverell, in New South Wales. Her parents were Milton, a farmer turned greenkeeper, and Wendy, who worked in a pharmacy. Her creativity was nurtured from a young age. Aged just eight, Oliver attended weekend art classes in Inverell run by Ian Howard, who went on to become dean of the college in Sydney where she would later study. As she was dux of her school, her parents expected her to go on to university. However, Oliver wished to pursue a creative career. When she told her parents of her plans, her mother replied, \"Darling, your father and I are very pleased you're going to art school, but if you'd been a son, I think we'd be a little disappointed.\" A rift subsequently developed between her and her family that resulted in her having no contact with them for 25 years.After leaving school, Oliver studied and worked in Sydney. She had intended to enrol in painting classes, but a computer error placed her in the sculpture course: she later said \"I knew straight away I was in the right place\".She graduated from the Alexander Mackie College of Advanced Education in 1980. Winning a New South Wales Travelling Art Scholarship in 1983, she then completed a master's degree at Chelsea School of Art in 1984. Her work was influenced by Richard Deacon, Antony Gormley and Martin Puryear under whom she studied while in England. Upon returning from the United Kingdom, she immediately met with further success, when in 1984 she won a Moet & Chandon Australian Art Fellowship. In 1988 she was granted a period as artist-in-residence in the city of Brest on the coast of Brittany, where she studied Celtic metalworking techniques.\n", "labels": "What is the first name of the person who studied under Gormley and Puryear?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-31918529af8e4bd28e8f68e1347942f3"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Pod was released in the UK on May 29, 1990 by 4AD. Watts-Russell planned the date to be not too close to the release of the Pixies' Bossanova two and a half months later, for more effective publicity of both albums.  Watts-Russell believed the album would be better suited to a US independent distribution label rather than the Pixies' American distributor Elektra, and licensed Pod to Rough Trade America. When this division of Rough Trade went bankrupt, Elektra assumed distribution of Pod in the US. Deal has noted that the Breeders did not receive any royalties from initial US sales because of Rough Trade's bankruptcy.The album was widely anticipated by the British music press due to the involvement of Deal and Donelly\u2014known from their highly regarded work with the Pixies and Throwing Muses, respectively\u2014and Albini, who likewise had a strong reputation for his previous engineering work. It reached number 22 in the UK, where it was promoted by a full-page ad in Melody Maker, and number 73 in the Netherlands. Pod sold moderately well, although Deal has noted it \"never sold [anything]\" compared to their next album, Last Splash (1993), which was certified platinum in the US and silver in the UK.Deal took the idea for the album's title from a painting that she saw in Boston; for her, the word \"pod\" evoked a uterus, which Wiggs has noted relates to the theme of fertility and the group's name. The cover art was designed by longtime 4AD album designer Vaughan Oliver and employs photography by Kevin Westenberg. Oliver, in an attempt to seduce Deal, whom he believed would appreciate the humor, attached a belt of dead eels over his underwear, which he intended as phallic symbols. He performed a fertility dance, while Westenberg took pictures of him using a long exposure to achieve the blurring and other visual effects.\n", "labels": "What is the last name of the man who took pictures of a dancing member of the band that had its distribution done by Elektra?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-3cc49a84aa2c4289b14c9ec8b5cc6131"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Popeye & Olive Oyl stroll happily along arm-in-arm and stop short when Popeye catches sight of a roller rink: Good Skates 50 cents, Cheap Skates 25 cents the  declares. Asked to go skating, Olive protests that she does not know how; but Popeye will teach her! Within, the attendant asks Popeye what size of skates he wishes to rent, and Popeye, observing Olive's long feet, blushes, either not wishing to say or not knowing. \"Make a fist,\" he suggests to his best girl, and the attendant shall measure it. (\"A hand like a foot and a half,\" he mutters, deftly wrapping a skate about the lady's great clenched hand.) The long, long, slender skates procured, Popeye hammers them with his brawny fists to the bottom of Olive's shoes; she falls over a couple of times as Popeye delicately slips on his own. We roll over to the rink proper, and Popeye, swinging his arms as if rowing a canoe, a bit too gracefully demonstrates the proper technique; Olive attempts to move, but can only kick the air in desperation and flap her skinny arms as she falls headfirst into the railing around the rink. She frees her head by her own strength, but her feet, fanning out, become stuck in the same way as a result: with a struggle, one foot is freed, and an exasperated Olive is helped at last by Popeye, who gently releases the other foot and dusts off his indignant companion (adept enough to tap her foot impatiently), and he points out all of the other rinkgoers merrily whizzing about.\n", "labels": "What is the name of the person who says \"Make a fist\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-66ae32af27a5453aad85b467de0fabbf"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Big Star was an American rock band formed in Memphis, Tennessee, in 1971 by Alex Chilton, Chris Bell, Jody Stephens, and Andy Hummel. The group broke up in early 1975, and reorganized with a new lineup 18 years later following a reunion concert at the University of Missouri. \nIn its first era, the band's musical style drew on the Beatles, the Rolling Stones, and the Byrds. Big Star produced a style that foreshadowed the alternative rock of the 1980s and 1990s. Before it broke up, Big Star created a \"seminal body of work that never stopped inspiring succeeding generations,\" in the words of Rolling Stone, as the \"quintessential American power pop band,\" and \"one of the most mythic and influential cult acts in all of rock & roll\".Big Star's first album\u20141972's #1 Record\u2014was met by enthusiastic reviews, but ineffective marketing by Stax Records, and limited distribution stunted its commercial success. Frustration took its toll on band relations: Bell left not long after the first record's commercial progress stalled, and Hummel left to finish his college education after a second album, Radio City, was completed in December 1973. Like #1 Record, Radio City received excellent reviews, but label issues again thwarted sales\u2014Columbia Records, which had assumed control of the Stax catalog, likewise effectively vetoed its distribution. \nAfter a third album, recorded in the fall of 1974, was deemed commercially unviable and shelved before receiving a title, the band broke up late in 1974. Four years later, the first two Big Star LPs were released together in the UK as a double album. The band's third album was finally issued soon afterward; titled Third/Sister Lovers, it found limited commercial success, but has since become a cult classic. Shortly thereafter, Chris Bell was killed in a car accident at the age of 27.\nDuring the group's hiatus in the 1980s, the Big Star discography drew renewed attention when R.E.M. and the Replacements, as well as other popular bands, cited the group as an influence. In 1992, interest was further stimulated by Rykodisc's reissues of the band's albums, complemented by a collection of Bell's solo work.In 1993, Chilton and Stephens reformed Big Star with recruits Jon Auer and Ken Stringfellow of the Posies, and gave a concert at the University of Missouri. The band remained active, performing tours in Europe and Japan, and released a new studio album, In Space, in 2005. Chilton died in March 2010 after suffering from heart problems. Hummel died of cancer four months later. These deaths left Stephens as the sole surviving founding member. Big Star was inducted into the Memphis Music Hall of Fame in 2014.\nSince December 2010, several surviving members have appeared in a series of live tribute performances of the album Third/Sister Lovers, under the billing \"Big Star's Third\". As of 2017, that project has remained active.\n", "labels": "What is the first name of the person who left to finish his college education?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-312f93908e63487184e72c96b2bddd79"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Metallica was formed in Los Angeles, California, in late 1981 when Danish-born drummer Lars Ulrich placed an advertisement in a Los Angeles newspaper, The Recycler, which read, \"Drummer looking for other metal musicians to jam with Tygers of Pan Tang, Diamond Head and Iron Maiden.\" Guitarists James Hetfield and Hugh Tanner of Leather Charm answered the advertisement. Although he had not formed a band, Ulrich asked Metal Blade Records founder Brian Slagel if he could record a song for the label's upcoming compilation album, Metal Massacre. Slagel accepted, and Ulrich recruited Hetfield to sing and play rhythm guitar. The band was officially formed on October 28, 1981, five months after Ulrich and Hetfield first met.The bandname came from Ulrich's friend Ron Quintana, who was brainstorming names for a fanzine and was considering MetalMania or Metallica. After hearing the two names, Ulrich wanted Metallica for his band, so he suggested Quintana use MetalMania instead. Dave Mustaine replied to an advertisement for a lead guitarist; Ulrich and Hetfield recruited him after seeing his expensive guitar equipment. In early 1982, Metallica recorded its first original song, \"Hit the Lights\", for the Metal Massacre I compilation. Hetfield played bass, rhythm guitar and sang while Lloyd Grant was credited with a guitar solo and Lars Ulrich played drums. Metal Massacre I was released on June 14, 1982; early pressings listed the band incorrectly as \"Mettallica\", angering the band. The song generated word of mouth and the band played its first live performance on March 14, 1982, at Radio City in Anaheim, California, with newly recruited bassist Ron McGovney. Their first live success came early; they were chosen to open for British heavy metal band Saxon at one gig of their 1982 US tour. This was Metallica's second gig. Metallica recorded its first demo, Power Metal, whose name was inspired by Quintana's early business cards in early 1982.\n", "labels": "What date was Metallica formed?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-302b9561de7b4c498ce564c0e90a2125"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: During the 1950s, Szigeti began to develop arthritis in his hands and his playing deteriorated. Despite his weakened technical mastery, his intellect and musical expression were still strong, and he continued to draw large audiences to his concerts. In Naples, Italy, in November 1956, just after the Soviets crushed the Hungarian uprising, as soon as he walked onto the stage the audience burst into wild applause and shouts of Viva l\u2019Ungheria! (Italian for \"Long live Hungary!\"), delaying the concert for nearly fifteen minutes.In 1960 Szigeti officially retired from performing, and returned to Switzerland with his wife. There he devoted himself primarily to teaching, although he still traveled regularly to judge international violin competitions. Top-class students from all over Europe and the United States came to study under him. One of these students was Arnold Steinhardt, who spent the summer of 1962 with Szigeti. He came to the conclusion that \"Joseph Szigeti was a template for the musician I would like to become: inquisitive, innovative, sensitive, feeling, informed\".Toward the end of his life, Szigeti suffered from frail health. He was put on strict diets and had several stays in hospital, but his friends asserted that this did nothing to dampen his characteristic cheerfulness. He died in Lucerne, Switzerland on February 19, 1973, at the age of 80. The New York Times ran a front-page obituary that ended with this 1966 quote from violinist Yehudi Menuhin:\nWe must be humbly grateful that the breed of cultured and chivalrous violin virtuosos, aristocrats as human beings and as musicians, has survived into our hostile age in the person of Joseph Szigeti.\n", "labels": "What is the first name of the person who began to develop arthritis in his hands and his playing deteriorated?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-12d4fa1dbd81445dbdd5f481623c6c91"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: During the 1950s, Szigeti began to develop arthritis in his hands and his playing deteriorated. Despite his weakened technical mastery, his intellect and musical expression were still strong, and he continued to draw large audiences to his concerts. In Naples, Italy, in November 1956, just after the Soviets crushed the Hungarian uprising, as soon as he walked onto the stage the audience burst into wild applause and shouts of Viva l\u2019Ungheria! (Italian for \"Long live Hungary!\"), delaying the concert for nearly fifteen minutes.In 1960 Szigeti officially retired from performing, and returned to Switzerland with his wife. There he devoted himself primarily to teaching, although he still traveled regularly to judge international violin competitions. Top-class students from all over Europe and the United States came to study under him. One of these students was Arnold Steinhardt, who spent the summer of 1962 with Szigeti. He came to the conclusion that \"Joseph Szigeti was a template for the musician I would like to become: inquisitive, innovative, sensitive, feeling, informed\".Toward the end of his life, Szigeti suffered from frail health. He was put on strict diets and had several stays in hospital, but his friends asserted that this did nothing to dampen his characteristic cheerfulness. He died in Lucerne, Switzerland on February 19, 1973, at the age of 80. The New York Times ran a front-page obituary that ended with this 1966 quote from violinist Yehudi Menuhin:\nWe must be humbly grateful that the breed of cultured and chivalrous violin virtuosos, aristocrats as human beings and as musicians, has survived into our hostile age in the person of Joseph Szigeti.\n", "labels": "What is the first name of the person who students from all over Europe and the United States came to study under?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-12d4fa1dbd81445dbdd5f481623c6c91"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 party turned for home after 73 days' southward travel. Rations had been cut several times to extend the return journey time beyond the original 110-day estimate. Shackleton now aimed to reach Hut Point in 50 days, since according to Shackleton's prior orders Nimrod, having returned to take the expedition home, would depart on 1 March at the latest. The four men were now much weakened, yet in the following days they achieved impressive distances, reaching the head of the glacier on 19 January. As they began the descent they had five days' food at half rations, to last them until the Lower Glacier depot; during the ascent the same distance had taken 12 days. Shackleton's physical condition was by now a major concern, yet according to Adams \"the worse he felt, the harder he pulled\".The depot was reached on 28 January. Wild, ill with dysentery, was unable to pull or to eat anything but biscuits, which were in short supply. On 31 January Shackleton forced his own breakfast biscuit on Wild, a gesture that moved Wild to write: \"BY GOD I shall never forget. Thousands of pounds would not have bought that one biscuit\". A few days later, the rest of the party were struck with severe enteritis, the result of eating tainted pony-meat. But the pace of march had to be maintained; the small amounts of food carried between depots would make any delay fatal. However, a strong wind behind them enabled them to set a sail on the sledge and maintain a good marching rate.\n\"We are so thin that our bones ache as we lie on the hard snow\", wrote Shackleton. From 18 February onward they began to pick up familiar landmarks, and on the 23rd they reached Bluff Depot, which to their great relief had been copiously resupplied by Ernest Joyce. The range of delicacies over and above the crates of regular supplies was listed by Shackleton: \"Carlsbad plums, eggs, cakes, plum pudding, gingerbread and crystallised fruit\". Wild's laconic comment was \"Good old Joyce\".Their food worries were now resolved, but they still had to get back to Hut Point before the 1 March deadline. The final leg of their march was interrupted by a blizzard, which held them in camp for 24 hours. On 27 February, when they were still 33 nautical miles (61 km; 38 mi) from safety, Marshall collapsed. Shackleton then decided that he and Wild would make a dash for Hut Point in hopes of finding the ship and holding her until the other two could be rescued. They reached the hut late on 28 February. Hoping that the ship was nearby, they sought to attract its attention by setting fire to a small wooden hut used for magnetic observations. Shortly afterwards Nimrod, which had been anchored at the Glacier Tongue, came into view: \"No happier sight ever met the eyes of man\", wrote Wild later. It was a further three days before Adams and Marshall could be picked up from the Barrier, but by 4 March the whole southern party was aboard and Shackleton was able to order full steam towards the north.\n", "labels": "What date did the group that was struck with sever enteritis reach Hut Point?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-55215eafc71d49d490cae4295639612e"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 party turned for home after 73 days' southward travel. Rations had been cut several times to extend the return journey time beyond the original 110-day estimate. Shackleton now aimed to reach Hut Point in 50 days, since according to Shackleton's prior orders Nimrod, having returned to take the expedition home, would depart on 1 March at the latest. The four men were now much weakened, yet in the following days they achieved impressive distances, reaching the head of the glacier on 19 January. As they began the descent they had five days' food at half rations, to last them until the Lower Glacier depot; during the ascent the same distance had taken 12 days. Shackleton's physical condition was by now a major concern, yet according to Adams \"the worse he felt, the harder he pulled\".The depot was reached on 28 January. Wild, ill with dysentery, was unable to pull or to eat anything but biscuits, which were in short supply. On 31 January Shackleton forced his own breakfast biscuit on Wild, a gesture that moved Wild to write: \"BY GOD I shall never forget. Thousands of pounds would not have bought that one biscuit\". A few days later, the rest of the party were struck with severe enteritis, the result of eating tainted pony-meat. But the pace of march had to be maintained; the small amounts of food carried between depots would make any delay fatal. However, a strong wind behind them enabled them to set a sail on the sledge and maintain a good marching rate.\n\"We are so thin that our bones ache as we lie on the hard snow\", wrote Shackleton. From 18 February onward they began to pick up familiar landmarks, and on the 23rd they reached Bluff Depot, which to their great relief had been copiously resupplied by Ernest Joyce. The range of delicacies over and above the crates of regular supplies was listed by Shackleton: \"Carlsbad plums, eggs, cakes, plum pudding, gingerbread and crystallised fruit\". Wild's laconic comment was \"Good old Joyce\".Their food worries were now resolved, but they still had to get back to Hut Point before the 1 March deadline. The final leg of their march was interrupted by a blizzard, which held them in camp for 24 hours. On 27 February, when they were still 33 nautical miles (61 km; 38 mi) from safety, Marshall collapsed. Shackleton then decided that he and Wild would make a dash for Hut Point in hopes of finding the ship and holding her until the other two could be rescued. They reached the hut late on 28 February. Hoping that the ship was nearby, they sought to attract its attention by setting fire to a small wooden hut used for magnetic observations. Shortly afterwards Nimrod, which had been anchored at the Glacier Tongue, came into view: \"No happier sight ever met the eyes of man\", wrote Wild later. It was a further three days before Adams and Marshall could be picked up from the Barrier, but by 4 March the whole southern party was aboard and Shackleton was able to order full steam towards the north.\n", "labels": "What is the name of the person that \"the worse he felt, the harder he pulled\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-55215eafc71d49d490cae4295639612e"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Presley's only child, Lisa Marie, was born on February 1, 1968, during a period when he had grown deeply unhappy with his career. Of the eight Presley singles released between January 1967 and May 1968, only two charted in the top 40, and none higher than number 28. His forthcoming soundtrack album, Speedway, would rank at number 82 on the Billboard chart. Parker had already shifted his plans to television, where Presley had not appeared since the Sinatra Timex show in 1960. He maneuvered a deal with NBC that committed the network to both finance a theatrical feature and broadcast a Christmas special.Recorded in late June in Burbank, California, the special, simply called Elvis, aired on December 3, 1968. Later known as the '68 Comeback Special, the show featured lavishly staged studio productions as well as songs performed with a band in front of a small audience\u2014Presley's first live performances since 1961. The live segments saw Presley dressed in tight black leather, singing and playing guitar in an uninhibited style reminiscent of his early rock and roll days. Director and co-producer Steve Binder had worked hard to produce a show that was far from the hour of Christmas songs Parker had originally planned. The show, NBC's highest rated that season, captured 42 percent of the total viewing audience. Jon Landau of Eye magazine remarked, \"There is something magical about watching a man who has lost himself find his way back home. He sang with the kind of power people no longer expect of rock 'n' roll singers. He moved his body with a lack of pretension and effort that must have made Jim Morrison green with envy.\" Dave Marsh calls the performance one of \"emotional grandeur and historical resonance\".By January 1969, the single \"If I Can Dream\", written for the special, reached number 12. The soundtrack album rose into the top ten. According to friend Jerry Schilling, the special reminded Presley of what \"he had not been able to do for years, being able to choose the people; being able to choose what songs and not being told what had to be on the soundtrack. ... He was out of prison, man.\" Binder said of Presley's reaction, \"I played Elvis the 60-minute show, and he told me in the screening room, 'Steve, it's the greatest thing I've ever done in my life. I give you my word I will never sing a song I don't believe in.'\".\n", "labels": "What is the first name of the person whose only child was Lisa Marie?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-fea60596263749f59d982278aed346a8"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: After the demise of the migratory Turkish colony, the northern bald ibis was known to survive in the wild only at the Moroccan sites, although occasional sightings of birds in Yemen, Eritrea, Saudi Arabia, and Israel during the 1980s and 1990s suggested that there was still a colony somewhere in the Middle East. Intensive field surveys in spring 2002, based on the knowledge of Bedouin nomads and local hunters, revealed that the species had never become completely extinct on the Syrian desert steppes. Following systematic searches, 15 old nesting sites were found, one, near Palmyra, was still hosting an active breeding colony of seven individuals. Although the ibis had been declared extinct in Syria more than 70 years earlier, the bird appears to have been relatively common in the desert areas until 20 years ago, when a combination of overexploitation of its range lands and increasing hunting pressures initiated a dramatic decline.The Moroccan breeding birds are resident, dispersing along the coast after the nesting season. It has been suggested that coastal fog provides extra moisture for this population, and enables the ibises to remain year-round. In the rest of its former range, away from the Moroccan coastal locations, the northern bald ibis migrated south for the winter, and formerly occurred as a vagrant to Spain, Iraq, Egypt, the Azores, and Cape Verde.Satellite tagging of 13 Syrian birds in 2006 showed that the three adults in the group, plus a fourth untagged adult, wintered together from February to July in the highlands of Ethiopia, where the species had not been recorded for nearly 30 years. They travelled south on the eastern side of the Red Sea via Saudi Arabia and Yemen, and returned north through Sudan and Eritrea.\n", "labels": "What is the full name of the birds that disperse along the coast after nesting?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b7aaac63cc504fa1bc794e9b03ee5eea"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Scrat is once again trying to bury his acorn but accidentally activates an abandoned alien ship that takes him into deep space, where he unwittingly sends several asteroids en route to a collision with Earth. Meanwhile, Manny and Ellie are preparing upcoming marriage between Peaches and her fianc\u00e9, Julian. Diego and his wife Shira want to start a family, but their fierce appearance tends to scare kids. Sid is dumped by his girlfriend, Francine, just as he is about to propose to her, and he laments his solitude. During Manny and Ellie's wedding anniversary party, some of the asteroids strike the place and The Herd barely escape. Meanwhile, at the underground lost world, Buck returns a dinosaur egg back to its rightful owner after it was stolen by a trio of flying dromaeosaurs named Gavin, Gertie, and Roger. Buck discovers an ancient stone pillar and takes it to the surface, where he meets Manny and the others.\nBuck explains to The Herd that according to the pillar, the asteroids had caused several extinctions in the past and with a massive one still incoming, he believes that the only place they could find a clue to stop it is on the site of the impact of the previous ones, as according to its engravings, they always fall at the same place. However, the three dromaeosaurs overhear their conversation, and Gavin and Gertie decide to stop them, believing that they could easily avoid the impact, thus not only getting their revenge on Buck, but also killing all mammals and securing domination over Earth for their species. Roger is reluctant, but Gavin and Gertie strong-arm him into cooperating.\n", "labels": "Who is the person that meets Buck on the surface married to?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-720187b74c2f430290b645d6e1ae22c7"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: When socialite Army Air Force pilot Oliver Bradford is disfigured by war wounds, he hides from his family, including his mother, after his fianc\u00e9e is too jarred by his disfigurement to accept it readily. He lives in bitter seclusion in the seaside New England cottage he had rented from its current owner, Mrs. Minnett, for his originally planned honeymoon, while blind concert pianist John Hillgrove who lives nearby befriends him gradually.\nLaura Pennington is a shy, homely maid who has hired on as the cottage's caretaker and befriends an initially reluctant Oliver after he admires her wood-carving talents. Oliver and Laura gradually fall in love and marry, but after Oliver and Laura fear their marriage is one of mutual pity, the couple discovers that their feelings for each other have mysteriously transformed them. He appears handsome to her and she seems beautiful to him. This \"transformation\" is perceived only by the two lovers (and the audience).  Laura believes that the cottage is \"enchanted\" because it was once rented to honeymoon couples, and in time the widowed Mrs. Minnett reveals the true story behind the cottage's enchantment legend.\n", "labels": "What is the full name of the person John Hillgrove befriends gradually?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5aec1c7200344b0d8dc53d83c9126acb"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Annie Walker is a single woman in her mid-thirties, living in Milwaukee. Following the failure of her bakery due to the recession, her boyfriend left her, and she lost her savings, forcing her to take a job as a sales clerk in a jewelry store and share an apartment with an English immigrant roommate Gil and his sister Brynn. Her business failure was so painful that she has given up baking entirely. Annie has a no-strings-attached sexual relationship with the self-absorbed Ted, but she hopes for something more from him. Her best friend, Lillian, is virtually her only source of happiness.\nLillian becomes engaged and asks Annie to be her maid of honor. At the engagement party, Annie meets Lillian's bridesmaids: cynical, worldly, long-married cousin Rita; na\u00efve and idealistic newlywed friend from work Becca; the groom's decidedly unfiltered sister Megan; and Helen, the rich, beautiful, and elite wife of the groom's boss. Helen and Annie, who are jealous of each other's friendship with Lillian, take an instant dislike to each other, but Lillian persuades them to spend time together.\n", "labels": "Who is the sister of the roommate of the woman that the bride asks to be maid of honor?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d6dc7fa9cdf14959acee792c4aac598a"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Annie Walker is a single woman in her mid-thirties, living in Milwaukee. Following the failure of her bakery due to the recession, her boyfriend left her, and she lost her savings, forcing her to take a job as a sales clerk in a jewelry store and share an apartment with an English immigrant roommate Gil and his sister Brynn. Her business failure was so painful that she has given up baking entirely. Annie has a no-strings-attached sexual relationship with the self-absorbed Ted, but she hopes for something more from him. Her best friend, Lillian, is virtually her only source of happiness.\nLillian becomes engaged and asks Annie to be her maid of honor. At the engagement party, Annie meets Lillian's bridesmaids: cynical, worldly, long-married cousin Rita; na\u00efve and idealistic newlywed friend from work Becca; the groom's decidedly unfiltered sister Megan; and Helen, the rich, beautiful, and elite wife of the groom's boss. Helen and Annie, who are jealous of each other's friendship with Lillian, take an instant dislike to each other, but Lillian persuades them to spend time together.\n", "labels": "Who is the cynical bridesmaid's cousin?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d6dc7fa9cdf14959acee792c4aac598a"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: (English: \"The Marriage of Thetis\")\nAfter Duke Vincenzo's death in February 1612, Monteverdi found himself out of favour at the Mantuan court. Vincenzo's successor Francesco had no high regard for Monteverdi, and dismissed him from his post. Upon Francesco's sudden death in December 1612, the dukedom passed to his brother Ferdinando, but Monteverdi was not recalled to the court and was appointed maestro di capella in August 1613 at St Mark's, Venice. However, he remained in contact with Striggio and other highly placed Gonzaga courtiers, through whom he was able to secure occasional commissions to compose theatrical works for the Gonzaga court. Thus, late in 1616, Striggio asked him to set to music Scipione Agnelli's libretto Le nozze di Tetide, as part of the celebrations for Duke Ferdinando's forthcoming marriage to Catherine de' Medici. This story, based on the wedding of the mythical Greek hero Peleus to the sea-goddess Thetis, had previously been offered to the Mantuan court by Peri, whose setting of a libretto by Francesco Cini had been rejected in 1608 in favour of L'Arianna.Initially, Monteverdi had little enthusiasm for Le nozze di Tetide, and sought ways of avoiding or delaying work on it. He would accept the commission, he informed Striggio on 9 December 1616, because it was the wish of the duke, his feudal lord. However, the verses he was given were not, he felt, conducive to beautiful music. He found the tale difficult to understand, and did not think he could be inspired by it. In any event he was occupied for most of December in writing a Christmas Eve mass for St Mark's. On 29 December, perhaps hoping that the commission would be withdrawn, Monteverdi told Striggio that he was ready to begin work on Le Nozze di Tetide \"if you tell me to do so\". In January 1617, however, he became more enthusiastic on learning that the project had been scaled down and was now being projected as a series of intermedi. He informed Striggio that what he had first considered a rather monotonous piece he now thought fully appropriate to the occasion. He began work on the recitative sections, but before he could start setting the more expressive numbers, the duke had a change of heart and cancelled Monteverdi's commission. Le nozze di Tetide was abandoned; its libretto and whatever music existed have disappeared.\n", "labels": "What is the last name of the person who was asked to set music to Scipione Agnelli's libretto?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-ae21fda352d043ac9e8c0c7f2e979878"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Wellman Anthony Santee is a former race car driver who has turned to a life of crime since the death of his mother. Santee and his friend Eddie Turner bend the law for profit by hauling exotic stolen cars.\nSantee's latest assignment is to transport such goods across the desert, but a Highway Patrol officer pulls him over. Turner tries to reason with the cop but then a pair of cops named Frank Severance and Jack \"Rudy\" Rudisill show up. There is a gun battle in which Turner is killed, and Santee is wounded. Severance murders the highway patrolman and pins it on Santee. \nAfter recovering in a prison hospital, Santee escapes during transfer to the fictional San Gorgonio Penitentiary in order to escape another murder attempt on him by Severance and takes a hostage named Rita Marrick, not suspecting that she's a cop, while Rita keeps her identity a secret from Santee.\nRita's partner Michael Agnos leads the search for Santee and Rita. As Santee eludes capture with the help of Eddie's widow and child, Severance and Rudisill home in on the investigation. Rita's sole escape attempt fails and nearly forces Santee to shoot law enforcers, as she begins harboring doubts about Santee's guilt.\nSantee releases Rita and invades Severance's home, forcing his wife Esther to provide the phone number of former associate Jimmy Shoeshine, from whom he demands payments due to him and Eddie. There Santee is rejoined by Rita, who finds evidence in the house supporting his claims, and they escape, barely evading gun blasts from Esther and a highway patrolman.\n", "labels": "What are the full names of the people that get away from an attack by Esther and a highway patrolman?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f70262220d84d908475b02afcb57d28"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Wellman Anthony Santee is a former race car driver who has turned to a life of crime since the death of his mother. Santee and his friend Eddie Turner bend the law for profit by hauling exotic stolen cars.\nSantee's latest assignment is to transport such goods across the desert, but a Highway Patrol officer pulls him over. Turner tries to reason with the cop but then a pair of cops named Frank Severance and Jack \"Rudy\" Rudisill show up. There is a gun battle in which Turner is killed, and Santee is wounded. Severance murders the highway patrolman and pins it on Santee. \nAfter recovering in a prison hospital, Santee escapes during transfer to the fictional San Gorgonio Penitentiary in order to escape another murder attempt on him by Severance and takes a hostage named Rita Marrick, not suspecting that she's a cop, while Rita keeps her identity a secret from Santee.\nRita's partner Michael Agnos leads the search for Santee and Rita. As Santee eludes capture with the help of Eddie's widow and child, Severance and Rudisill home in on the investigation. Rita's sole escape attempt fails and nearly forces Santee to shoot law enforcers, as she begins harboring doubts about Santee's guilt.\nSantee releases Rita and invades Severance's home, forcing his wife Esther to provide the phone number of former associate Jimmy Shoeshine, from whom he demands payments due to him and Eddie. There Santee is rejoined by Rita, who finds evidence in the house supporting his claims, and they escape, barely evading gun blasts from Esther and a highway patrolman.\n", "labels": "What is the first name of the person that escapes a second murder attempt by Severance?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f70262220d84d908475b02afcb57d28"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Temperley writes: \"After 1855 [Bennett] was spurred by belated honours, and occasional commissions, to compose a respectable number of significant and substantial works, though it was too late to recapture his early self-confidence.\" Works from his later years included the cello Sonata Duo for Piatti; a pastoral cantata, The May Queen, Op. 39, for the opening of the Leeds Town Hall in 1858; an Ode (Op. 40) with words by Alfred, Lord Tennyson for the opening of the 1862 International Exhibition in London; an Installation Ode for Cambridge University (Op. 41) with words by Charles Kingsley, which included a lament for the late Prince Albert; a symphony in G minor (Op. 43); a sacred cantata,The Woman of Samaria for the Birmingham Triennial Music Festival of 1867; and finally a second Piano Sonata (The Maid of Orleans, Op. 46). Many of these works were composed during his summer holidays which were spent at Eastbourne. The Ode for the Exhibition was the cause of a further imbroglio with Costa, who although in charge of music for the Exhibition refused to conduct anything by Bennett. Eventually it was conducted by Prosper Sainton, between works by Meyerbeer and Daniel Auber also commissioned for the occasion. The affair leaked into the press, and Costa was widely condemned for his behaviour.In March 1856 Bennett, while still teaching at the RAM and Queen's College, was elected Professor of Music at the University of Cambridge. He modernised the system of awarding music degrees, instituting viva voce examinations and requiring candidates for doctorates to first take the degree of Bachelor of Music. Two years later on 8 June 1868 the newly formed (later Royal) College of Organists awarded him an Honorary Fellowship.In 1858 came yet another clash involving Costa, when the autocratic Earl of Westmorland, the original founder of the RAM, saw fit to arrange a subscription concert for the Academy to include a Mass of his own composition, to be conducted by Costa and using the orchestra and singers of the Opera, over the heads of the Academy directors. Bennett resigned from the RAM at this overbearing behaviour, and was not to return until 1866. Towards the end of 1862 Bennett's wife died after a painful illness. His biographer W. B. Squire suggests that \"he never recovered from the effects of Mrs. Bennett's death, and that henceforward a painful change in him became apparent to his friends.\" In 1865 Bennett again visited Leipzig where he was reunited with old friends including Ferdinand David, and his Op. 43 Symphony was performed.\n", "labels": "Whose summer holidays were spent at Eastbourne?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-173421b93dc1433db039912c329d4185"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Temperley writes: \"After 1855 [Bennett] was spurred by belated honours, and occasional commissions, to compose a respectable number of significant and substantial works, though it was too late to recapture his early self-confidence.\" Works from his later years included the cello Sonata Duo for Piatti; a pastoral cantata, The May Queen, Op. 39, for the opening of the Leeds Town Hall in 1858; an Ode (Op. 40) with words by Alfred, Lord Tennyson for the opening of the 1862 International Exhibition in London; an Installation Ode for Cambridge University (Op. 41) with words by Charles Kingsley, which included a lament for the late Prince Albert; a symphony in G minor (Op. 43); a sacred cantata,The Woman of Samaria for the Birmingham Triennial Music Festival of 1867; and finally a second Piano Sonata (The Maid of Orleans, Op. 46). Many of these works were composed during his summer holidays which were spent at Eastbourne. The Ode for the Exhibition was the cause of a further imbroglio with Costa, who although in charge of music for the Exhibition refused to conduct anything by Bennett. Eventually it was conducted by Prosper Sainton, between works by Meyerbeer and Daniel Auber also commissioned for the occasion. The affair leaked into the press, and Costa was widely condemned for his behaviour.In March 1856 Bennett, while still teaching at the RAM and Queen's College, was elected Professor of Music at the University of Cambridge. He modernised the system of awarding music degrees, instituting viva voce examinations and requiring candidates for doctorates to first take the degree of Bachelor of Music. Two years later on 8 June 1868 the newly formed (later Royal) College of Organists awarded him an Honorary Fellowship.In 1858 came yet another clash involving Costa, when the autocratic Earl of Westmorland, the original founder of the RAM, saw fit to arrange a subscription concert for the Academy to include a Mass of his own composition, to be conducted by Costa and using the orchestra and singers of the Opera, over the heads of the Academy directors. Bennett resigned from the RAM at this overbearing behaviour, and was not to return until 1866. Towards the end of 1862 Bennett's wife died after a painful illness. His biographer W. B. Squire suggests that \"he never recovered from the effects of Mrs. Bennett's death, and that henceforward a painful change in him became apparent to his friends.\" In 1865 Bennett again visited Leipzig where he was reunited with old friends including Ferdinand David, and his Op. 43 Symphony was performed.\n", "labels": "What is the last name of the biographer who suggested that the man who taught at RAM never recovered from the death of his wife?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-173421b93dc1433db039912c329d4185"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Temperley writes: \"After 1855 [Bennett] was spurred by belated honours, and occasional commissions, to compose a respectable number of significant and substantial works, though it was too late to recapture his early self-confidence.\" Works from his later years included the cello Sonata Duo for Piatti; a pastoral cantata, The May Queen, Op. 39, for the opening of the Leeds Town Hall in 1858; an Ode (Op. 40) with words by Alfred, Lord Tennyson for the opening of the 1862 International Exhibition in London; an Installation Ode for Cambridge University (Op. 41) with words by Charles Kingsley, which included a lament for the late Prince Albert; a symphony in G minor (Op. 43); a sacred cantata,The Woman of Samaria for the Birmingham Triennial Music Festival of 1867; and finally a second Piano Sonata (The Maid of Orleans, Op. 46). Many of these works were composed during his summer holidays which were spent at Eastbourne. The Ode for the Exhibition was the cause of a further imbroglio with Costa, who although in charge of music for the Exhibition refused to conduct anything by Bennett. Eventually it was conducted by Prosper Sainton, between works by Meyerbeer and Daniel Auber also commissioned for the occasion. The affair leaked into the press, and Costa was widely condemned for his behaviour.In March 1856 Bennett, while still teaching at the RAM and Queen's College, was elected Professor of Music at the University of Cambridge. He modernised the system of awarding music degrees, instituting viva voce examinations and requiring candidates for doctorates to first take the degree of Bachelor of Music. Two years later on 8 June 1868 the newly formed (later Royal) College of Organists awarded him an Honorary Fellowship.In 1858 came yet another clash involving Costa, when the autocratic Earl of Westmorland, the original founder of the RAM, saw fit to arrange a subscription concert for the Academy to include a Mass of his own composition, to be conducted by Costa and using the orchestra and singers of the Opera, over the heads of the Academy directors. Bennett resigned from the RAM at this overbearing behaviour, and was not to return until 1866. Towards the end of 1862 Bennett's wife died after a painful illness. His biographer W. B. Squire suggests that \"he never recovered from the effects of Mrs. Bennett's death, and that henceforward a painful change in him became apparent to his friends.\" In 1865 Bennett again visited Leipzig where he was reunited with old friends including Ferdinand David, and his Op. 43 Symphony was performed.\n", "labels": "What year did the man who was elected Professor of Music return to RAM after an earlier resignation?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-173421b93dc1433db039912c329d4185"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Temperley writes: \"After 1855 [Bennett] was spurred by belated honours, and occasional commissions, to compose a respectable number of significant and substantial works, though it was too late to recapture his early self-confidence.\" Works from his later years included the cello Sonata Duo for Piatti; a pastoral cantata, The May Queen, Op. 39, for the opening of the Leeds Town Hall in 1858; an Ode (Op. 40) with words by Alfred, Lord Tennyson for the opening of the 1862 International Exhibition in London; an Installation Ode for Cambridge University (Op. 41) with words by Charles Kingsley, which included a lament for the late Prince Albert; a symphony in G minor (Op. 43); a sacred cantata,The Woman of Samaria for the Birmingham Triennial Music Festival of 1867; and finally a second Piano Sonata (The Maid of Orleans, Op. 46). Many of these works were composed during his summer holidays which were spent at Eastbourne. The Ode for the Exhibition was the cause of a further imbroglio with Costa, who although in charge of music for the Exhibition refused to conduct anything by Bennett. Eventually it was conducted by Prosper Sainton, between works by Meyerbeer and Daniel Auber also commissioned for the occasion. The affair leaked into the press, and Costa was widely condemned for his behaviour.In March 1856 Bennett, while still teaching at the RAM and Queen's College, was elected Professor of Music at the University of Cambridge. He modernised the system of awarding music degrees, instituting viva voce examinations and requiring candidates for doctorates to first take the degree of Bachelor of Music. Two years later on 8 June 1868 the newly formed (later Royal) College of Organists awarded him an Honorary Fellowship.In 1858 came yet another clash involving Costa, when the autocratic Earl of Westmorland, the original founder of the RAM, saw fit to arrange a subscription concert for the Academy to include a Mass of his own composition, to be conducted by Costa and using the orchestra and singers of the Opera, over the heads of the Academy directors. Bennett resigned from the RAM at this overbearing behaviour, and was not to return until 1866. Towards the end of 1862 Bennett's wife died after a painful illness. His biographer W. B. Squire suggests that \"he never recovered from the effects of Mrs. Bennett's death, and that henceforward a painful change in him became apparent to his friends.\" In 1865 Bennett again visited Leipzig where he was reunited with old friends including Ferdinand David, and his Op. 43 Symphony was performed.\n", "labels": "What is the title of the man who's overbearing behavior forced the man who lost his wife in 1862 to resign from RAM?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-173421b93dc1433db039912c329d4185"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Of Bad Art (MOBA) is a privately owned museum whose stated aim is \"to celebrate the labor of artists whose work would be displayed and appreciated in no other forum\". It was originally in Dedham with current branches in Somerville, Brookline, and South Weymouth in Massachusetts.  Its permanent collection includes over 700 pieces of \"art too bad to be ignored\", 25 to 35 of which are on public display at any one time.MOBA was founded in 1994, after antique dealer Scott Wilson showed a painting he had recovered from the trash to some friends, who suggested starting a collection. Within a year, receptions held in Wilson's friends' home were so well-attended that the collection needed its own viewing space. The museum then moved to the basement of a theater in Dedham. Explaining the reasoning behind the museum's establishment, co-founder Jerry Reilly said in 1995: \"While every city in the world has at least one museum dedicated to the best of art, MOBA is the only museum dedicated to collecting and exhibiting the worst.\"  To be included in MOBA's collection, works must be original and have serious intent, but they must also have significant flaws without being boring; curators are not interested in displaying deliberate kitsch.\nMOBA has been mentioned in dozens of off-the-beaten-path guides to Boston, featured in international newspapers and magazines, and has inspired several other collections throughout the world that set out to rival its own visual atrocities. Deborah Solomon of The New York Times Magazine noted that the attention the Museum Of Bad Art receives is part of a wider trend of museums displaying \"the best bad art\". The museum has been criticized for being anti-art, but the founders deny this, responding that its collection is a tribute to the sincerity of the artists who persevered with their art despite something going horribly wrong in the process. According to co-founder Marie Jackson, \"We are here to celebrate an artist's right to fail, gloriously.\".\n", "labels": "What building was the first location of the Museum of Bad Art??", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-05ba30ee31c745a79b17cb1c8dacb33a"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Mickey's Mellerdrammer, Mickey Mouse, Minnie Mouse, Goofy (known then as Dippy Dawg) and others present their own low budget light-hearted rendition of the 19th century Tom Shows for a crowd in a barn converted into a theater for the occasion.\nHorace Horsecollar plays the white slave owner Simon Legree. Minnie plays the young white girl, Eva. Mickey plays old Uncle Tom with cotton around his ears and chin, and the young slave girl Topsy. Clarabelle Cow plays the slave woman Eliza. Goofy plays the production stage hand.\nThe cartoon opens with Mickey and Clarabelle Cow in their dressing rooms applying blackface makeup for their roles. The cartoon is much more focused on the Disney characters' efforts to put on the play, than an animated version of Uncle Tom's Cabin. The cartoon contains many images of Mickey and the other characters using makeshift props as sight gags.\nThe cartoon closes with the characters coming out for a bow, and Horace Horsecollar's character is pelted with rotten tomatoes. When Goofy shows his face from behind the stage, he is hit with a chocolate pie, leaving him in what appears to be blackface.\n", "labels": "What is the first name of the character who appears to have blackface on after being hit by a pie?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5e1d4b04e4294d84a29b83927517bbee"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Dominic \"Dom\" Toretto and Letty Ortiz are on their honeymoon in Havana when Dom's cousin Fernando gets in trouble owing money to local racer Raldo. Sensing Raldo is a loan shark, Dom challenges Raldo to a race, pitting Fernando's reworked car against Raldo's, and wagering his own show car. After narrowly winning the race, Dom allows Raldo to keep his car, earning his respect, and instead leaves his cousin with his show car.\nThe next day, Dom is approached by the elusive cyberterrorist Cipher who coerces him into working for her. Shortly afterwards, Dom and his team, comprising Letty, Roman Pearce, Tej Parker, and Ramsey, are recruited by Diplomatic Security Service agent Luke Hobbs to help him retrieve an EMP device from a military outpost in Berlin. During the getaway, Dom goes rogue, forcing Hobbs off the road and stealing the device for Cipher. Hobbs is arrested and locked up in the same high-security prison he helped imprison Deckard Shaw in. After escaping, Deckard and Hobbs are recruited by intelligence operative Mr. Nobody and his prot\u00e9g\u00e9 to help the team find Dom and capture Cipher. Deckard reveals that Cipher had hired his brother Owen Shaw to steal the Nightshade device and Mose Jakande to steal God's Eye, Ramsey's software program. The team tracks Dom and Cipher to their very location just as the latter two attack the base and steal God's Eye. When Dom questions Cipher's motives, she reveals that she has been holding hostage Dom's ex-lover and DSS agent Elena Neves\u2014as well as their son, of whose existence Dom was previously unaware. Elena tells Dom that she wanted him to decide the child's first name, having already given him the middle name Marcos.\n", "labels": "Who is left with a show car?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1de5bff4a12547d3b1f6c8542c2239e2"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Warrack emphasises that Holst acquired an instinctive understanding\u2014perhaps more so than any English composer\u2014of the importance of folksong. In it he found \"a new concept not only of how melody might be organized, but of what the implications were for the development of a mature artistic language\". Holst did not found or lead a school of composition; nevertheless, he exercised influences over both contemporaries and successors. According to Short, Vaughan Williams described Holst as \"the greatest influence on my music\", although Matthews asserts that each influenced the other equally. Among later composers, Michael Tippett is acknowledged by Short as Holst's \"most significant artistic successor\", both in terms of compositional style and because Tippett, who succeeded Holst as director of music at Morley College, maintained the spirit of Holst's music there. Of an early encounter with Holst, Tippett later wrote: \"Holst seemed to look right inside me, with an acute spiritual vision\". Kennedy observes that \"a new generation of listeners ... recognized in Holst the fount of much that they admired in the music of Britten and Tippett\". Holst's pupil Edmund Rubbra acknowledged how he and other younger English composers had adopted Holst's economy of style: \"With what enthusiasm did we pare down our music to the very bone\".Short cites other English composers who are in debt to Holst, in particular William Walton and Benjamin Britten, and suggests that Holst's influence may have been felt further afield. Above all, Short recognises Holst as a composer for the people, who believed it was a composer's duty to provide music for practical purposes\u2014festivals, celebrations, ceremonies, Christmas carols or simple hymn tunes. Thus, says Short, \"many people who may never have heard any of [Holst's] major works ... have nevertheless derived great pleasure from hearing or singing such small masterpieces as the carol 'In the Bleak Midwinter'\".On 27 September 2009, after a weekend of concerts at Chichester Cathedral in memory of Holst, a new memorial was unveiled to mark the 75th anniversary of the composer's death. It is inscribed with words from the text of The Hymn of Jesus: \"The heavenly spheres make music for us\". In April 2011 a BBC television documentary, Holst: In the Bleak Midwinter, charted Holst's life with particular reference to his support for socialism and the cause of working people.\n", "labels": "What are the last names of the people who influenced each other, according to Matthews?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-2e64fad507ab45d7af50bbb1bb09f78d"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Bennett was born in Sheffield, Yorkshire, the third child and only son of Robert Bennett, the organist of Sheffield parish church, and his wife Elizabeth, n\u00e9e Donn. In addition to his duties as an organist, Robert Bennett was a conductor, composer and piano teacher; he named his son after his friend William Sterndale, some of whose poems the elder Bennett had set to music. His mother died in 1818, aged 27, and his father, after remarrying, died in 1819. Thus orphaned at the age of three, Bennett was brought up in Cambridge by his paternal grandfather, John Bennett, from whom he received his first musical education. John Bennett was a professional bass, who sang as a lay clerk in the choirs of King's, St John's and Trinity colleges. The young Bennett entered the choir of King's College Chapel in February 1824 where he remained for two years. In 1826, at the age of ten, he was accepted into the Royal Academy of Music (RAM), which had been founded in 1822. The examiners were so impressed by the child's talent that they waived all fees for his tuition and board.Bennett was a pupil at the RAM for the next ten years. At his grandfather's wish his principal instrumental studies were at first as a violinist, under Paolo Spagnoletti and later Antonio James Oury. He also studied the piano under W. H. Holmes, and after five years, with his grandfather's agreement, he took the piano as his principal study. He was a shy youth and was diffident about his skill in composition, which he studied under the principal of the RAM, William Crotch, and then under Cipriani Potter, who took over as principal in 1832. Amongst the friends Bennett made at the Academy was the future music critic J. W. Davison. Bennett did not study singing, but when the RAM mounted a student production of The Marriage of Figaro in 1830, Bennett, aged fourteen, was cast in the mezzo-soprano role of the page boy Cherubino (usually played by a woman en travesti). This was among the few failures of his career at the RAM. The Observer wryly commented, \"of the page ... we will not speak\", but acknowledged that Bennett sang pleasingly and to the satisfaction of the audience. The Harmonicon, however, called his performance \"in every way a blot on the piece\".Among Bennett's student compositions were a piano concerto (No. 1 in D minor, Op. 1), a symphony and an overture to The Tempest. The concerto received its public premiere at an orchestral concert in Cambridge on 28 November 1832, with Bennett as soloist. Performances soon followed in London and, by royal command, at Windsor Castle, where Bennett played in April 1833 for King William IV and Queen Adelaide. The RAM published the concerto at its own expense as a tribute. A further London performance was given in June 1833. The critic of The Harmonicon wrote of this concert:.\n", "labels": "What is the last name of the person who was accepted at the age of 10 into the Royal Academy of Music?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b4dd2b782b0a4aafad0c1b6077ed7052"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Bennett was born in Sheffield, Yorkshire, the third child and only son of Robert Bennett, the organist of Sheffield parish church, and his wife Elizabeth, n\u00e9e Donn. In addition to his duties as an organist, Robert Bennett was a conductor, composer and piano teacher; he named his son after his friend William Sterndale, some of whose poems the elder Bennett had set to music. His mother died in 1818, aged 27, and his father, after remarrying, died in 1819. Thus orphaned at the age of three, Bennett was brought up in Cambridge by his paternal grandfather, John Bennett, from whom he received his first musical education. John Bennett was a professional bass, who sang as a lay clerk in the choirs of King's, St John's and Trinity colleges. The young Bennett entered the choir of King's College Chapel in February 1824 where he remained for two years. In 1826, at the age of ten, he was accepted into the Royal Academy of Music (RAM), which had been founded in 1822. The examiners were so impressed by the child's talent that they waived all fees for his tuition and board.Bennett was a pupil at the RAM for the next ten years. At his grandfather's wish his principal instrumental studies were at first as a violinist, under Paolo Spagnoletti and later Antonio James Oury. He also studied the piano under W. H. Holmes, and after five years, with his grandfather's agreement, he took the piano as his principal study. He was a shy youth and was diffident about his skill in composition, which he studied under the principal of the RAM, William Crotch, and then under Cipriani Potter, who took over as principal in 1832. Amongst the friends Bennett made at the Academy was the future music critic J. W. Davison. Bennett did not study singing, but when the RAM mounted a student production of The Marriage of Figaro in 1830, Bennett, aged fourteen, was cast in the mezzo-soprano role of the page boy Cherubino (usually played by a woman en travesti). This was among the few failures of his career at the RAM. The Observer wryly commented, \"of the page ... we will not speak\", but acknowledged that Bennett sang pleasingly and to the satisfaction of the audience. The Harmonicon, however, called his performance \"in every way a blot on the piece\".Among Bennett's student compositions were a piano concerto (No. 1 in D minor, Op. 1), a symphony and an overture to The Tempest. The concerto received its public premiere at an orchestral concert in Cambridge on 28 November 1832, with Bennett as soloist. Performances soon followed in London and, by royal command, at Windsor Castle, where Bennett played in April 1833 for King William IV and Queen Adelaide. The RAM published the concerto at its own expense as a tribute. A further London performance was given in June 1833. The critic of The Harmonicon wrote of this concert:.\n", "labels": "What is the last name of the person who took the piano as his principal study?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b4dd2b782b0a4aafad0c1b6077ed7052"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 first U.S. Government sponsored expedition to enter Jackson Hole was the 1859\u201360 Raynolds Expedition. Led by U.S. Army Captain William F. Raynolds and guided by mountain man Jim Bridger, it included naturalist F. V. Hayden, who later led other expeditions to the region. The expedition had been charged with exploring the Yellowstone region, but encountered difficulties crossing mountain passes due to snow. Bridger ended up guiding the expedition south over Union Pass then following the Gros Ventre River drainage to the Snake River and leaving the region over Teton Pass. Organized exploration of the region was halted during the American Civil War but resumed when F. V. Hayden led the well-funded Hayden Geological Survey of 1871. In 1872, Hayden oversaw explorations in Yellowstone, while a branch of his expedition known as the Snake River Division was led by James Stevenson and explored the Teton region. Along with Stevenson was photographer William Henry Jackson who took the first photographs of the Teton Range. The Hayden Geological Survey named many of the mountains and lakes in the region. The explorations by early mountain men and subsequent expeditions failed to identify any sources of economically viable mineral wealth. Nevertheless, small groups of prospectors set up claims and mining operations on several of the creeks and rivers. By 1900 all organized efforts to retrieve minerals had been abandoned.\nThough the Teton Range was never permanently inhabited, pioneers began settling the Jackson Hole valley to the east of the range in 1884. These earliest homesteaders were mostly single men who endured long winters, short growing seasons and rocky soils that were hard to cultivate. The region was mostly suited for the cultivation of hay and cattle ranching. By 1890, Jackson Hole had an estimated permanent population of 60. Menor's Ferry was built in 1892 near present-day Moose, Wyoming to provide access for wagons to the west side of the Snake River. Ranching increased significantly from 1900 to 1920, but a series of agricultural related economic downturns in the early 1920s left many ranchers destitute. Beginning in the 1920s, the automobile provided faster and easier access to areas of natural beauty and old military roads into Jackson Hole over Teton and Togwotee Passes were improved to accommodate the increased vehicle traffic. In response to the increased tourism, dude ranches were established, some new and some from existing cattle ranches, so urbanized travelers could experience the life of a cattleman.\n", "labels": "What team had a hard time crossing mountain passes due to snow?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d810b589948c471c827a87a9a28cc5ac"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 day after he took over the project, Groves took a train to Tennessee with Colonel Marshall to inspect the proposed site there, and Groves was impressed. On 29 September 1942, United States Under Secretary of War Robert P. Patterson authorized the Corps of Engineers to acquire 56,000 acres (23,000 ha) of land by eminent domain at a cost of $3.5 million. An additional 3,000 acres (1,200 ha) was subsequently acquired. About 1,000 families were affected by the condemnation order, which came into effect on 7 October. Protests, legal appeals, and a 1943 Congressional inquiry were to no avail. By mid-November U.S. Marshals were tacking notices to vacate on farmhouse doors, and construction contractors were moving in. Some families were given two weeks' notice to vacate farms that had been their homes for generations; others had settled there after being evicted to make way for the Great Smoky Mountains National Park in the 1920s or the Norris Dam in the 1930s. The ultimate cost of land acquisition in the area, which was not completed until March 1945, was only about $2.6 million, which worked out to around $47 an acre. When presented with Public Proclamation Number Two, which declared Oak Ridge a total exclusion area that no one could enter without military permission, the Governor of Tennessee, Prentice Cooper, angrily tore it up.Initially known as the Kingston Demolition Range, the site was officially renamed the Clinton Engineer Works (CEW) in early 1943. While Stone & Webster concentrated on the production facilities, the architectural and engineering firm Skidmore, Owings & Merrill designed and built a residential community for 13,000. The community was located on the slopes of Black Oak Ridge, from which the new town of Oak Ridge got its name. The Army presence at Oak Ridge increased in August 1943 when Nichols replaced Marshall as head of the Manhattan Engineer District. One of his first tasks was to move the district headquarters to Oak Ridge although the name of the district did not change. In September 1943 the administration of community facilities was outsourced to Turner Construction Company through a subsidiary, the Roane-Anderson Company (for Roane and Anderson Counties, in which Oak Ridge was located). Chemical engineers, including William J. Wilcox Jr. and Warren Fuchs, were part of \"frantic efforts\" to make 10% to 12% enriched uranium 235, known as the code name \"tuballoy tetroxide\", with tight security and fast approvals for supplies and materials. The population of Oak Ridge soon expanded well beyond the initial plans, and peaked at 75,000 in May 1945, by which time 82,000 people were employed at the Clinton Engineer Works, and 10,000 by Roane-Anderson.Fine-arts photographer, Josephine Herrick, and her colleague, Mary Steers, helped document the work at Oak Ridge.\n", "labels": "What is the name of the person among whose first tasks was to move the district headquarters to Oak Ridge although the name of the district did not change?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-fddaadb19b0041219593df497ed5255e"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 his tour, Dylan returned to New York, but the pressures increased. ABC Television had paid an advance for a TV show. His publisher, Macmillan, was demanding a manuscript of the poem/novel Tarantula. Manager Albert Grossman had scheduled a concert tour for the latter part of the year.\nOn July 29, 1966, Dylan crashed his 500cc Triumph Tiger 100 motorcycle near his home in Woodstock, New York, and was thrown to the ground. Though the extent of his injuries was never disclosed, Dylan said that he broke several vertebrae in his neck. Mystery still surrounds the circumstances of the accident since no ambulance was called to the scene and Dylan was not hospitalized. Dylan's biographers have written that the crash offered Dylan the chance to escape the pressures around him. Dylan confirmed this interpretation in his autobiography: \"I had been in a motorcycle accident and I'd been hurt, but I recovered. Truth was that I wanted to get out of the rat race.\" Dylan withdrew from public and, apart from a few appearances, did not tour again for almost eight years.Once Dylan was well enough to resume creative work, he began to edit D. A. Pennebaker's film of his 1966 tour. A rough cut was shown to ABC Television, which rejected it as incomprehensible to a mainstream audience. The film was subsequently titled Eat the Document on bootleg copies, and it has been screened at a handful of film festivals. In 1967 he began recording with the Hawks at his home and in the basement of the Hawks' nearby house, \"Big Pink\". These songs, initially demos for other artists to record, provided hits for Julie Driscoll and the Brian Auger Trinity (\"This Wheel's on Fire\"), The Byrds (\"You Ain't Goin' Nowhere\", \"Nothing Was Delivered\"), and Manfred Mann (\"Mighty Quinn\"). Columbia released selections in 1975 as The Basement Tapes. Over the years, more songs recorded by Dylan and his band in 1967 appeared on bootleg recordings, culminating in a five-CD set titled The Genuine Basement Tapes, containing 107 songs and alternative takes. In the coming months, the Hawks recorded the album Music from Big Pink using songs they worked on in their basement in Woodstock, and renamed themselves the Band, beginning a long recording and performing career of their own.\n", "labels": "What is the name of the person that ABC Television rejected their idea as incomprehensible to a mainstream audience?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-eebff6dbca314d3f948da5eda2f3baca"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Britomart Redeems Faire Amoret illustrates a scene from book III of The Faerie Queene, a 16th-century allegorical epic poem by Edmund Spenser, in which Busirane, an evil sorcerer, abducts the beautiful Amoret (representing married virtue), and tortures her to the point of death. The heroic female warrior Britomart (representing both chastity and Elizabeth I) battles through obstacles to reach the chamber in which Amoret is being held, and slays Busirane moments before he is able to kill Amoret.Britomart Redeems Faire Amoret was intended by Etty to illustrate the virtues of chastity and honour. It shows the moment in which Busirane is interrupted by Britomart as he prepares to kill Amoret. Amoret is chained to a gilded Solomonic column, carved with depictions of Venus, and her clothes fall from her shoulders as she struggles. Britomart, clad in armour, enters Busirane's Moorish chamber, and tramples a blood-stained grimoire as she swings her sword. Busirane, naked from the waist up and with Chinese-style trousers and queue, falls to the floor, his blade still pointing at Amoret's heart. Unusually for Etty, Britomart is painted very thinly, with the canvas weave still visible through the paint. Art historian Alison Smith considers that this was likely inspired by Henry Fuseli, who painted a depiction of Britomart using the same style of painting.In the original poem, Busirane had tortured and cut out the heart of the still-living Amoret by the time of her rescue. When he came to paint Britomart Redeems Faire Amoret Etty had created numerous scenes of combat and death, and would later achieve a degree of critical approbation when it became known that he visited mortuaries to sketch cadavers to ensure the accuracy of his depictions of bodies in varying stages of decomposition. However, he had an aversion to \"the offensive and revolting butchery, some have delighted and even revelled in\", and disliked the depiction of gratuitous violence. Consequently, in Etty's work Amoret is depicted as physically unharmed by her ordeal, although his composition implies \"sadistic torture and occult sexual sorcery\".\nAlthough there is a strong suggestion in his letters that in his early years he had a sexual encounter with one of his models and possibly also a sexual encounter of some kind while in Venice in 1823\u201324, Etty was devoutly Christian and famously abstemious. Alison Smith considers the composition of Britomart Redeems Faire Amoret a conscious effort on his part to praise the virtue of chastity by creating a \"challenge for the presumably male viewer ... to vanquish lust and cast a pure gaze on vulnerable womanhood\". Throughout his career Etty had championed the use of female models in life classes, creating some controversy, and this painting may have been intended to emphasise his belief that \"To the pure in heart all things are pure\".\n", "labels": "What is the name of the person that Alison Smith considers the composition of Britomart Redeems Faire Amoret a conscious effort on their part to praise the virtue of chastity by creating a \"challenge for the presumably male viewer ... to vanquish lust and cast a pure gaze on vulnerable womanhood\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7547bce9fb0c489b80204bee5adb0459"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Britomart Redeems Faire Amoret illustrates a scene from book III of The Faerie Queene, a 16th-century allegorical epic poem by Edmund Spenser, in which Busirane, an evil sorcerer, abducts the beautiful Amoret (representing married virtue), and tortures her to the point of death. The heroic female warrior Britomart (representing both chastity and Elizabeth I) battles through obstacles to reach the chamber in which Amoret is being held, and slays Busirane moments before he is able to kill Amoret.Britomart Redeems Faire Amoret was intended by Etty to illustrate the virtues of chastity and honour. It shows the moment in which Busirane is interrupted by Britomart as he prepares to kill Amoret. Amoret is chained to a gilded Solomonic column, carved with depictions of Venus, and her clothes fall from her shoulders as she struggles. Britomart, clad in armour, enters Busirane's Moorish chamber, and tramples a blood-stained grimoire as she swings her sword. Busirane, naked from the waist up and with Chinese-style trousers and queue, falls to the floor, his blade still pointing at Amoret's heart. Unusually for Etty, Britomart is painted very thinly, with the canvas weave still visible through the paint. Art historian Alison Smith considers that this was likely inspired by Henry Fuseli, who painted a depiction of Britomart using the same style of painting.In the original poem, Busirane had tortured and cut out the heart of the still-living Amoret by the time of her rescue. When he came to paint Britomart Redeems Faire Amoret Etty had created numerous scenes of combat and death, and would later achieve a degree of critical approbation when it became known that he visited mortuaries to sketch cadavers to ensure the accuracy of his depictions of bodies in varying stages of decomposition. However, he had an aversion to \"the offensive and revolting butchery, some have delighted and even revelled in\", and disliked the depiction of gratuitous violence. Consequently, in Etty's work Amoret is depicted as physically unharmed by her ordeal, although his composition implies \"sadistic torture and occult sexual sorcery\".\nAlthough there is a strong suggestion in his letters that in his early years he had a sexual encounter with one of his models and possibly also a sexual encounter of some kind while in Venice in 1823\u201324, Etty was devoutly Christian and famously abstemious. Alison Smith considers the composition of Britomart Redeems Faire Amoret a conscious effort on his part to praise the virtue of chastity by creating a \"challenge for the presumably male viewer ... to vanquish lust and cast a pure gaze on vulnerable womanhood\". Throughout his career Etty had championed the use of female models in life classes, creating some controversy, and this painting may have been intended to emphasise his belief that \"To the pure in heart all things are pure\".\n", "labels": "What is the name of the person that is tortured to the point of death?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7547bce9fb0c489b80204bee5adb0459"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Architectural contributions from Germany include the Carolingian and Ottonian styles, which were precursors of Romanesque. Brick Gothic is a distinctive medieval style that evolved in Germany. Also in Renaissance and Baroque art, regional and typically German elements evolved (e.g. Weser Renaissance and Dresden Baroque). Among many renowned Baroque masters were P\u00f6ppelmann, Balthasar Neumann, Knobelsdorff and the Asam brothers. The Wessobrunner School exerted a decisive influence on, and at times even dominated, the art of stucco in southern Germany in the 18th century. The Upper Swabian Baroque Route offers a baroque-themed tourist route that highlights the contributions of such artists and craftsmen as the sculptor and plasterer Johann Michael Feuchtmayer, one of the foremost members of the Feuchtmayer family and the brothers Johann Baptist Zimmermann and Dominikus Zimmermann. Vernacular architecture in Germany is often identified by its timber framing (Fachwerk) traditions and varies across regions, and among carpentry styles.\nWhen industrialisation spread across Europe, Classicism and a distinctive style of historism developed in Germany, sometimes referred to as Gr\u00fcnderzeit style, due to the economical boom years at the end of the 19th century. Regional historicist styles include the Hanover School, Nuremberg Style and Dresden's Semper-Nicolai School. Among the most famous of German buildings, the Schloss Neuschwanstein represents Romanesque Revival. Notable sub-styles that evolved since the 18th century are the German spa and seaside resort architecture. German artists, writers and gallerists like Siegfried Bing, Georg Hirth and Bruno M\u00f6hring also contributed to the development of Art Nouveau at the turn of the 20th century, known as Jugendstil in German.Expressionist architecture developed in the 1910s in Germany and influenced Art Deco and other modern styles, with e.g. Fritz H\u00f6ger, Erich Mendelsohn, Dominikus B\u00f6hm, and Fritz Schumacher being influential architects. Germany was particularly important in the early modernist movement: it is the home of Werkbund initiated by Hermann Muthesius (New Objectivity), and of the Bauhaus movement founded by Walter Gropius. Consequently, Germany is often considered the cradle of modern architecture and design. Ludwig Mies van der Rohe became one of the world's most renowned architects in the second half of the 20th century. He conceived of the glass fa\u00e7ade skyscraper. Renowned contemporary architects and offices include Hans Kollhoff, Sergei Tchoban, KK Architekten, Helmut Jahn, Behnisch, GMP, Ole Scheeren, J. Mayer H., OM Ungers, Gottfried B\u00f6hm and Frei Otto (the last two being Pritzker Prize winners).\n", "labels": "What is the full name of the man who conceived of the glass fa\u00e7ade skyscraper?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-2197805f07e84a1d8ef7a085cf64d246"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Architectural contributions from Germany include the Carolingian and Ottonian styles, which were precursors of Romanesque. Brick Gothic is a distinctive medieval style that evolved in Germany. Also in Renaissance and Baroque art, regional and typically German elements evolved (e.g. Weser Renaissance and Dresden Baroque). Among many renowned Baroque masters were P\u00f6ppelmann, Balthasar Neumann, Knobelsdorff and the Asam brothers. The Wessobrunner School exerted a decisive influence on, and at times even dominated, the art of stucco in southern Germany in the 18th century. The Upper Swabian Baroque Route offers a baroque-themed tourist route that highlights the contributions of such artists and craftsmen as the sculptor and plasterer Johann Michael Feuchtmayer, one of the foremost members of the Feuchtmayer family and the brothers Johann Baptist Zimmermann and Dominikus Zimmermann. Vernacular architecture in Germany is often identified by its timber framing (Fachwerk) traditions and varies across regions, and among carpentry styles.\nWhen industrialisation spread across Europe, Classicism and a distinctive style of historism developed in Germany, sometimes referred to as Gr\u00fcnderzeit style, due to the economical boom years at the end of the 19th century. Regional historicist styles include the Hanover School, Nuremberg Style and Dresden's Semper-Nicolai School. Among the most famous of German buildings, the Schloss Neuschwanstein represents Romanesque Revival. Notable sub-styles that evolved since the 18th century are the German spa and seaside resort architecture. German artists, writers and gallerists like Siegfried Bing, Georg Hirth and Bruno M\u00f6hring also contributed to the development of Art Nouveau at the turn of the 20th century, known as Jugendstil in German.Expressionist architecture developed in the 1910s in Germany and influenced Art Deco and other modern styles, with e.g. Fritz H\u00f6ger, Erich Mendelsohn, Dominikus B\u00f6hm, and Fritz Schumacher being influential architects. Germany was particularly important in the early modernist movement: it is the home of Werkbund initiated by Hermann Muthesius (New Objectivity), and of the Bauhaus movement founded by Walter Gropius. Consequently, Germany is often considered the cradle of modern architecture and design. Ludwig Mies van der Rohe became one of the world's most renowned architects in the second half of the 20th century. He conceived of the glass fa\u00e7ade skyscraper. Renowned contemporary architects and offices include Hans Kollhoff, Sergei Tchoban, KK Architekten, Helmut Jahn, Behnisch, GMP, Ole Scheeren, J. Mayer H., OM Ungers, Gottfried B\u00f6hm and Frei Otto (the last two being Pritzker Prize winners).\n", "labels": "What are the full names of the German artists who contributed to the development of Art Nouveau at the turn of the 20th century?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-2197805f07e84a1d8ef7a085cf64d246"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Architectural contributions from Germany include the Carolingian and Ottonian styles, which were precursors of Romanesque. Brick Gothic is a distinctive medieval style that evolved in Germany. Also in Renaissance and Baroque art, regional and typically German elements evolved (e.g. Weser Renaissance and Dresden Baroque). Among many renowned Baroque masters were P\u00f6ppelmann, Balthasar Neumann, Knobelsdorff and the Asam brothers. The Wessobrunner School exerted a decisive influence on, and at times even dominated, the art of stucco in southern Germany in the 18th century. The Upper Swabian Baroque Route offers a baroque-themed tourist route that highlights the contributions of such artists and craftsmen as the sculptor and plasterer Johann Michael Feuchtmayer, one of the foremost members of the Feuchtmayer family and the brothers Johann Baptist Zimmermann and Dominikus Zimmermann. Vernacular architecture in Germany is often identified by its timber framing (Fachwerk) traditions and varies across regions, and among carpentry styles.\nWhen industrialisation spread across Europe, Classicism and a distinctive style of historism developed in Germany, sometimes referred to as Gr\u00fcnderzeit style, due to the economical boom years at the end of the 19th century. Regional historicist styles include the Hanover School, Nuremberg Style and Dresden's Semper-Nicolai School. Among the most famous of German buildings, the Schloss Neuschwanstein represents Romanesque Revival. Notable sub-styles that evolved since the 18th century are the German spa and seaside resort architecture. German artists, writers and gallerists like Siegfried Bing, Georg Hirth and Bruno M\u00f6hring also contributed to the development of Art Nouveau at the turn of the 20th century, known as Jugendstil in German.Expressionist architecture developed in the 1910s in Germany and influenced Art Deco and other modern styles, with e.g. Fritz H\u00f6ger, Erich Mendelsohn, Dominikus B\u00f6hm, and Fritz Schumacher being influential architects. Germany was particularly important in the early modernist movement: it is the home of Werkbund initiated by Hermann Muthesius (New Objectivity), and of the Bauhaus movement founded by Walter Gropius. Consequently, Germany is often considered the cradle of modern architecture and design. Ludwig Mies van der Rohe became one of the world's most renowned architects in the second half of the 20th century. He conceived of the glass fa\u00e7ade skyscraper. Renowned contemporary architects and offices include Hans Kollhoff, Sergei Tchoban, KK Architekten, Helmut Jahn, Behnisch, GMP, Ole Scheeren, J. Mayer H., OM Ungers, Gottfried B\u00f6hm and Frei Otto (the last two being Pritzker Prize winners).\n", "labels": "What are the full names of the two German contemporary architects who have won the Pritzker Prize?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-2197805f07e84a1d8ef7a085cf64d246"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Major League Baseball's San Francisco Giants have played in San Francisco since moving from New York in 1958. The Giants play at Oracle Park, which opened in 2000. The Giants won World Series titles in 2010, 2012, and in 2014. The Giants have boasted such stars as Willie Mays, Willie McCovey and Barry Bonds. In 2012, San Francisco was ranked No. 1 in a study that examined which U.S. metro areas have produced the most Major Leaguers since 1920.The San Francisco 49ers of the National Football League (NFL) were the longest-tenured major professional sports franchise in the city until moving in 2013. The team began play in 1946 as an All-America Football Conference (AAFC) league charter member, moved to the NFL in 1950 and into Candlestick Park in 1971. The team began playing its home games at Levi's Stadium in Santa Clara in 2014, closer to the city of San Jose. The 49ers won five Super Bowl titles in the 1980s and 1990s.\nThe San Francisco Warriors played in the NBA from 1962\u20131971, before being renamed the Golden State Warriors prior to the 1971\u20131972 season in an attempt to present the team as a representation of the whole state of California. The Warrior's stadium, Oracle Arena, is currently located in Oakland. They have won 6 championships, including three of the last four.\nAt the collegiate level, the San Francisco Dons compete in NCAA Division I. Bill Russell led the Don's basketball team to NCAA championships in 1955 and 1956. There is also the San Francisco State Gators, who compete in NCAA Division II. Oracle Park hosted the annual Fight Hunger Bowl college football game from 2002 through 2013 before it moved to Santa Clara.\nThe Bay to Breakers footrace, held annually since 1912, is best known for colorful costumes and a celebratory community spirit. The San Francisco Marathon attracts more than 21,000 participants. The Escape from Alcatraz triathlon has, since 1980, attracted 2,000 top professional and amateur triathletes for its annual race. The Olympic Club, founded in 1860, is the oldest athletic club in the United States. Its private golf course has hosted the U.S. Open on five occasions. San Francisco hosted the 2013 America's Cup yacht racing competition.With an ideal climate for outdoor activities, San Francisco has ample resources and opportunities for amateur and participatory sports and recreation. There are more than 200 miles (320 km) of bicycle paths, lanes and bike routes in the city.\nSan Francisco residents have often ranked among the fittest in the country. Golden Gate Park has miles of paved and unpaved running trails as well as a golf course and disc golf course.\nBoating, sailing, windsurfing and kitesurfing are among the popular activities on San Francisco Bay, and the city maintains a yacht harbor in the Marina District.\n", "labels": "What is the full name of the team that began playing its home games at Levi's Stadium in Santa Clara in 2014?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-3fc88d879d60425087cdf75d50b328cd"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: On 21 February 1915, Endurance, still held fast, drifted to her most southerly latitude, 76\u00b0 58\u2032S. Thereafter she began moving with the pack in a northerly direction. On 24 February, Shackleton realised that they would be held in the ice throughout the winter, and ordered ship's routine abandoned. The dogs were taken off board and housed in ice-kennels or \"dogloos\", and the ship's interior was converted to suitable winter quarters for the various groups of men\u2014officers, scientists, engineers, and seamen. A wireless apparatus was rigged, but their location was too remote to receive or transmit signals.Shackleton was aware of the recent example of Wilhelm Filchner's ship, the Deutschland, which had become icebound in the same vicinity three years earlier. After Filchner's attempts to establish a land base at Vahsel Bay failed, his ship Deutschland was trapped on 6 March 1912, about 200 miles (320 km) off the coast of Coats Land. Six months later, at latitude 63\u00b0 37', the ship broke free, then sailed to South Georgia apparently none the worse for its ordeal. Shackleton thought that a similar experience might allow Endurance to make a second attempt to reach Vahsel Bay in the following Antarctic spring.In February and March, the rate of drift was very slow. At the end of March Shackleton calculated that the ship had travelled a mere 95 miles (153 km) since 19 January. However, as winter set in the speed of the drift increased, and the condition of the surrounding ice changed. On 14 April, Shackleton recorded the nearby pack \"piling and rafting against the masses of ice\"\u2014if the ship was caught in this disturbance \"she would be crushed like an eggshell\". In May, as the sun set for the winter months, the ship was at 75\u00b0 23\u2032S, 42\u00b0 14\u2032W, still drifting northwards. It would be at least four months before spring brought the chance of an opening of the ice, and there was no certainty that Endurance would break free in time to attempt a return to the Vahsel Bay area. Shackleton now considered the possibility of finding an alternative landing ground on the western shores of the Weddell Sea, if that coast could be reached. \"In the meantime\", he wrote, \"we must wait\".\n", "labels": "What ship would be \"crushed like an eggshell\" if it got caught in the disturbance?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e2b4fc2abd9a413cb927cb540383a510"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 writing Young Modern, Johns tried to make the music sound very simple, despite a complex musical structure. The lyrics were written after the music was created, sometimes as late as the day of recording. As Johns dreads writing lyrics, he suggested that the band could produce an instrumental album at some stage in the future. Johns is the band's primary songwriter, and notes that while Joannou and Gillies do not have significant influence on what he writes, they are key to the band's overall sound. For that album, Hamilton co-wrote four songs with Johns including the APRA Award-winning \"Straight Lines\". Joannou believed that Young Modern was simpler than Diorama but \"still as complex underneath with simple pop song elements\". He said that much of the band's success resulted from trying to push themselves harder in recording and writing. Self-producing has allowed the band to do so without the pressures of a record label.Gillies notes that Silverchair will often \"run the risk of losing fans\" with their work, and this was evident in the changes in musical direction in Diorama and Young Modern. However, he described this as a good thing, describing the fact \"that we haven't been pigeonholed, and people really don't know what to expect\" as one of the attractive elements of the band. Despite the ups and downs of success at a young age, Gillies says the band \"appreciate what we've achieved and what we've got\" in their careers. The band have received six APRA Awards with Johns winning three songwriting awards at the 2008 ceremony.\n", "labels": "What is the name of the band whose primary songwriter is Johns?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6d67899d55344b20b884fe682ea68cf3"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 writing Young Modern, Johns tried to make the music sound very simple, despite a complex musical structure. The lyrics were written after the music was created, sometimes as late as the day of recording. As Johns dreads writing lyrics, he suggested that the band could produce an instrumental album at some stage in the future. Johns is the band's primary songwriter, and notes that while Joannou and Gillies do not have significant influence on what he writes, they are key to the band's overall sound. For that album, Hamilton co-wrote four songs with Johns including the APRA Award-winning \"Straight Lines\". Joannou believed that Young Modern was simpler than Diorama but \"still as complex underneath with simple pop song elements\". He said that much of the band's success resulted from trying to push themselves harder in recording and writing. Self-producing has allowed the band to do so without the pressures of a record label.Gillies notes that Silverchair will often \"run the risk of losing fans\" with their work, and this was evident in the changes in musical direction in Diorama and Young Modern. However, he described this as a good thing, describing the fact \"that we haven't been pigeonholed, and people really don't know what to expect\" as one of the attractive elements of the band. Despite the ups and downs of success at a young age, Gillies says the band \"appreciate what we've achieved and what we've got\" in their careers. The band have received six APRA Awards with Johns winning three songwriting awards at the 2008 ceremony.\n", "labels": "Which band has received six APRA Awards with Johns winning three songwriting awards at the 2008 ceremony?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6d67899d55344b20b884fe682ea68cf3"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Following the seven performances on the Joshua Tree Tour, U2 did not perform \"Mothers of the Disappeared\" until 1998, on the fourth leg of the PopMart Tour. It was played at three concerts in Argentina and once in Chile, concluding all four shows. Bono sang \"el pueblo vencer\u00e1\" at the end of each performance. The first rendition was on 5 February 1998 in Buenos Aires, where it was performed with the Madres accompanying them onstage. The song was played by just Bono and the Edge and was set against footage of the Madres on the video screen. At the conclusion of the song, the band members faced the Madres and applauded, an act in which the rest of the audience joined. Part of the performance was later included on the television documentary Classic Albums: The Joshua Tree.The cost of the tickets was too high for many fans in South America, so the band broadcast the 11 February concert in Chile live on television. Knowing that many people in the country would be watching, they played \"Mothers of the Disappeared\" in place of \"Wake Up Dead Man\". The stadium in which the concert was held had been used as a prison camp by Pinochet's regime following the coup d'\u00e9tat. Again it was performed solely by Bono and the Edge against footage of the Madres, and they invited the women to join them onstage a second time. The Madres held up photographs of their children and spoke about them briefly during the performance, an act which received a mixed reception from the audience. Bono made a plea to Pinochet, asking him to \"tell these women where are the bones of their children.\"\"Mothers of the Disappeared\" was performed again on the fourth leg of the Vertigo Tour, on 26 February 2006 in Santiago and 2 March in Buenos Aires. Although it was rehearsed by the full band, it was played only by Bono and the Edge in an arrangement similar to the one from the PopMart Tour. The Edge performed the song on a charango that Chilean President Ricardo Lagos had given to Bono earlier that day. It was played at three concerts on the third leg of the U2 360\u00b0 Tour in place of \"MLK\". One performance in Istanbul, Turkey was dedicated to Fehmi Tosun, an ethnic Kurd who was kidnapped in October 1995 and subsequently disappeared. The abduction was witnessed by his wife and daughter; no information regarding his disappearance has ever been released.\nFor the first time in 30 years, a full band arrangement of \"Mothers of the Disappeared\" returned to U2's live set for the Joshua Tree Tour 2017, on which the group played The Joshua Tree in sequence in its entirety for each show. Eddie Vedder and Mumford & Sons accompanied U2 on-stage in a performance of the song during a 14 May 2017 show in Seattle.\n", "labels": "What was played by just Bono and the Edge?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-a014121d809744e99148a6adae87cda7"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Following the seven performances on the Joshua Tree Tour, U2 did not perform \"Mothers of the Disappeared\" until 1998, on the fourth leg of the PopMart Tour. It was played at three concerts in Argentina and once in Chile, concluding all four shows. Bono sang \"el pueblo vencer\u00e1\" at the end of each performance. The first rendition was on 5 February 1998 in Buenos Aires, where it was performed with the Madres accompanying them onstage. The song was played by just Bono and the Edge and was set against footage of the Madres on the video screen. At the conclusion of the song, the band members faced the Madres and applauded, an act in which the rest of the audience joined. Part of the performance was later included on the television documentary Classic Albums: The Joshua Tree.The cost of the tickets was too high for many fans in South America, so the band broadcast the 11 February concert in Chile live on television. Knowing that many people in the country would be watching, they played \"Mothers of the Disappeared\" in place of \"Wake Up Dead Man\". The stadium in which the concert was held had been used as a prison camp by Pinochet's regime following the coup d'\u00e9tat. Again it was performed solely by Bono and the Edge against footage of the Madres, and they invited the women to join them onstage a second time. The Madres held up photographs of their children and spoke about them briefly during the performance, an act which received a mixed reception from the audience. Bono made a plea to Pinochet, asking him to \"tell these women where are the bones of their children.\"\"Mothers of the Disappeared\" was performed again on the fourth leg of the Vertigo Tour, on 26 February 2006 in Santiago and 2 March in Buenos Aires. Although it was rehearsed by the full band, it was played only by Bono and the Edge in an arrangement similar to the one from the PopMart Tour. The Edge performed the song on a charango that Chilean President Ricardo Lagos had given to Bono earlier that day. It was played at three concerts on the third leg of the U2 360\u00b0 Tour in place of \"MLK\". One performance in Istanbul, Turkey was dedicated to Fehmi Tosun, an ethnic Kurd who was kidnapped in October 1995 and subsequently disappeared. The abduction was witnessed by his wife and daughter; no information regarding his disappearance has ever been released.\nFor the first time in 30 years, a full band arrangement of \"Mothers of the Disappeared\" returned to U2's live set for the Joshua Tree Tour 2017, on which the group played The Joshua Tree in sequence in its entirety for each show. Eddie Vedder and Mumford & Sons accompanied U2 on-stage in a performance of the song during a 14 May 2017 show in Seattle.\n", "labels": "Who faced the Madres and applauded at the conclusion of the song?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-a014121d809744e99148a6adae87cda7"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Following the seven performances on the Joshua Tree Tour, U2 did not perform \"Mothers of the Disappeared\" until 1998, on the fourth leg of the PopMart Tour. It was played at three concerts in Argentina and once in Chile, concluding all four shows. Bono sang \"el pueblo vencer\u00e1\" at the end of each performance. The first rendition was on 5 February 1998 in Buenos Aires, where it was performed with the Madres accompanying them onstage. The song was played by just Bono and the Edge and was set against footage of the Madres on the video screen. At the conclusion of the song, the band members faced the Madres and applauded, an act in which the rest of the audience joined. Part of the performance was later included on the television documentary Classic Albums: The Joshua Tree.The cost of the tickets was too high for many fans in South America, so the band broadcast the 11 February concert in Chile live on television. Knowing that many people in the country would be watching, they played \"Mothers of the Disappeared\" in place of \"Wake Up Dead Man\". The stadium in which the concert was held had been used as a prison camp by Pinochet's regime following the coup d'\u00e9tat. Again it was performed solely by Bono and the Edge against footage of the Madres, and they invited the women to join them onstage a second time. The Madres held up photographs of their children and spoke about them briefly during the performance, an act which received a mixed reception from the audience. Bono made a plea to Pinochet, asking him to \"tell these women where are the bones of their children.\"\"Mothers of the Disappeared\" was performed again on the fourth leg of the Vertigo Tour, on 26 February 2006 in Santiago and 2 March in Buenos Aires. Although it was rehearsed by the full band, it was played only by Bono and the Edge in an arrangement similar to the one from the PopMart Tour. The Edge performed the song on a charango that Chilean President Ricardo Lagos had given to Bono earlier that day. It was played at three concerts on the third leg of the U2 360\u00b0 Tour in place of \"MLK\". One performance in Istanbul, Turkey was dedicated to Fehmi Tosun, an ethnic Kurd who was kidnapped in October 1995 and subsequently disappeared. The abduction was witnessed by his wife and daughter; no information regarding his disappearance has ever been released.\nFor the first time in 30 years, a full band arrangement of \"Mothers of the Disappeared\" returned to U2's live set for the Joshua Tree Tour 2017, on which the group played The Joshua Tree in sequence in its entirety for each show. Eddie Vedder and Mumford & Sons accompanied U2 on-stage in a performance of the song during a 14 May 2017 show in Seattle.\n", "labels": "Part of the performance of what was later included in the television documentary Classic Albums: The Joshua Tree?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-a014121d809744e99148a6adae87cda7"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 2004, the municipal boundaries of Istanbul have been coincident with the boundaries of its province. The city, considered capital of Istanbul Province, is administered by the Istanbul Metropolitan Municipality (MMI), which oversees the 39 districts of the city-province.The current city structure can be traced back to the Tanzimat period of reform in the 19th century, before which Islamic judges and imams led the city under the auspices of the Grand Vizier. Following the model of French cities, this religious system was replaced by a mayor and a citywide council composed of representatives of the confessional groups (millet) across Istanbul. Beyo\u011flu was the first area of the city to have its own director and council, with members instead being longtime residents of the neighborhood. Laws enacted after the Ottoman constitution of 1876 aimed to expand this structure across the city, imitating the twenty arrondissements of Paris, but they were not fully implemented until 1908, when Istanbul was declared a province with nine constituent districts. This system continued beyond the founding of the Turkish Republic, with the province renamed a belediye (municipality), but the municipality was disbanded in 1957.\nSmall settlements adjacent to major population centers in Turkey, including Istanbul, were merged into their respective primary cities during the early 1980s, resulting in metropolitan municipalities. The main decision-making body of the Istanbul Metropolitan Municipality is the Municipal Council, with members drawn from district councils.\nThe Municipal Council is responsible for citywide issues, including managing the budget, maintaining civic infrastructure, and overseeing museums and major cultural centers. Since the government operates under a \"powerful mayor, weak council\" approach, the council's leader\u2014the metropolitan mayor\u2014has the authority to make swift decisions, often at the expense of transparency. The Municipal Council is advised by the Metropolitan Executive Committee, although the Committee also has limited power to make decisions of its own. All representatives on the Committee are appointed by the metropolitan mayor and the Council, with the mayor\u2014or someone of his or her choosing\u2014serving as head.\n", "labels": "What is the name of the governing body that advises the council responsible for citywide issues?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-333731827d9f4d4e8e51c548918165e5"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 2004, the municipal boundaries of Istanbul have been coincident with the boundaries of its province. The city, considered capital of Istanbul Province, is administered by the Istanbul Metropolitan Municipality (MMI), which oversees the 39 districts of the city-province.The current city structure can be traced back to the Tanzimat period of reform in the 19th century, before which Islamic judges and imams led the city under the auspices of the Grand Vizier. Following the model of French cities, this religious system was replaced by a mayor and a citywide council composed of representatives of the confessional groups (millet) across Istanbul. Beyo\u011flu was the first area of the city to have its own director and council, with members instead being longtime residents of the neighborhood. Laws enacted after the Ottoman constitution of 1876 aimed to expand this structure across the city, imitating the twenty arrondissements of Paris, but they were not fully implemented until 1908, when Istanbul was declared a province with nine constituent districts. This system continued beyond the founding of the Turkish Republic, with the province renamed a belediye (municipality), but the municipality was disbanded in 1957.\nSmall settlements adjacent to major population centers in Turkey, including Istanbul, were merged into their respective primary cities during the early 1980s, resulting in metropolitan municipalities. The main decision-making body of the Istanbul Metropolitan Municipality is the Municipal Council, with members drawn from district councils.\nThe Municipal Council is responsible for citywide issues, including managing the budget, maintaining civic infrastructure, and overseeing museums and major cultural centers. Since the government operates under a \"powerful mayor, weak council\" approach, the council's leader\u2014the metropolitan mayor\u2014has the authority to make swift decisions, often at the expense of transparency. The Municipal Council is advised by the Metropolitan Executive Committee, although the Committee also has limited power to make decisions of its own. All representatives on the Committee are appointed by the metropolitan mayor and the Council, with the mayor\u2014or someone of his or her choosing\u2014serving as head.\n", "labels": "What is the name of the decision making body where members are drawn from district councils?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-333731827d9f4d4e8e51c548918165e5"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Daphne Blake is a high school student who has a semi-popular web show discussing the possibility of aliens and supernatural occurrences. Velma Dinkley is Daphne's supportive yet critical online friend, who believes there is a logical explanation for everything. After Velma web chats Daphne following her latest episode, she reveals to Velma that her parents will be moving to Ridge Valley, where Velma currently goes to high school.\nAfter having a perfect morning at home, Daphne embarks on her first day at Ridge Valley High. She quickly meets Carol, her senior advisor, who shows her the school's expansive collection of advanced technology from Bloom Innovative, a famous technology company. While on her tour, Daphne runs into Velma, who does not speak to her. Later that afternoon, Daphne sees a student named Spencer walk into an open locker as if he were in a trance.\nAt home, Daphne's father reveals that he has sheltered Daphne all her life, going to extreme lengths to follow her around everywhere in an attempt to make Daphne's life \"perfect\". Shocked and frustrated at her father, Daphne vows to do everything on her own without her father's assistance. The next day, Daphne gets into a heated argument with Velma over their science project, which Velma intentionally sabotaged. The argument results in the girls getting sent to the principal's office, who puts them on \"the best couch for conflict resolution\". The couch helps the girls put aside their differences, and Velma reveals she was protecting Daphne because she knew of the strange happenings at the school. Daphne and Velma vow to solve the mystery of the disappearing students.\n", "labels": "What is the job of the person who sees Spencer walk into a locker?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-21f15def6a6041c9ae52957ecbfa0ce2"}]