[{"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 historic center of San Francisco is the northeast quadrant of the city anchored by Market Street and the waterfront. It is here that the Financial District is centered, with Union Square, the principal shopping and hotel district, and the Tenderloin nearby. Cable cars carry riders up steep inclines to the summit of Nob Hill, once the home of the city's business tycoons, and down to the waterfront tourist attractions of Fisherman's Wharf, and Pier 39, where many restaurants feature Dungeness crab from a still-active fishing industry. Also in this quadrant are Russian Hill, a residential neighborhood with the famously crooked Lombard Street; North Beach, the city's Little Italy and the former center of the Beat Generation; and Telegraph Hill, which features Coit Tower. Abutting Russian Hill and North Beach is San Francisco's Chinatown, the oldest Chinatown in North America. The South of Market, which was once San Francisco's industrial core, has seen significant redevelopment following the construction of AT&T Park and an infusion of startup companies. New skyscrapers, live-work lofts, and condominiums dot the area. Further development is taking place just to the south in Mission Bay area, a former railroad yard, which now has a second campus of the University of California, San Francisco, and where the new Warriors arena will be built.West of downtown, across Van Ness Avenue, lies the large Western Addition neighborhood, which became established with a large African American population after World War II. The Western Addition is usually divided into smaller neighborhoods including Hayes Valley, the Fillmore, and Japantown, which was once the largest Japantown in North America but suffered when its Japanese American residents were forcibly removed and interned during World War II. The Western Addition survived the 1906 earthquake with its Victorians largely intact, including the famous \"Painted Ladies\", standing alongside Alamo Square. To the south, near the geographic center of the city is Haight-Ashbury, famously associated with 1960s hippie culture. The Haight is now home to some expensive boutiques and a few controversial chain stores, although it still retains some bohemian character.\nNorth of the Western Addition is Pacific Heights, an affluent neighborhood that features the homes built by wealthy San Franciscans in the wake of the 1906 earthquake. Directly north of Pacific Heights facing the waterfront is the Marina, a neighborhood popular with young professionals that was largely built on reclaimed land from the Bay.\n", "labels": "What location is the new Warriors arena being built?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6858ba066dca40679e1fd85772c8226c"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 historic center of San Francisco is the northeast quadrant of the city anchored by Market Street and the waterfront. It is here that the Financial District is centered, with Union Square, the principal shopping and hotel district, and the Tenderloin nearby. Cable cars carry riders up steep inclines to the summit of Nob Hill, once the home of the city's business tycoons, and down to the waterfront tourist attractions of Fisherman's Wharf, and Pier 39, where many restaurants feature Dungeness crab from a still-active fishing industry. Also in this quadrant are Russian Hill, a residential neighborhood with the famously crooked Lombard Street; North Beach, the city's Little Italy and the former center of the Beat Generation; and Telegraph Hill, which features Coit Tower. Abutting Russian Hill and North Beach is San Francisco's Chinatown, the oldest Chinatown in North America. The South of Market, which was once San Francisco's industrial core, has seen significant redevelopment following the construction of AT&T Park and an infusion of startup companies. New skyscrapers, live-work lofts, and condominiums dot the area. Further development is taking place just to the south in Mission Bay area, a former railroad yard, which now has a second campus of the University of California, San Francisco, and where the new Warriors arena will be built.West of downtown, across Van Ness Avenue, lies the large Western Addition neighborhood, which became established with a large African American population after World War II. The Western Addition is usually divided into smaller neighborhoods including Hayes Valley, the Fillmore, and Japantown, which was once the largest Japantown in North America but suffered when its Japanese American residents were forcibly removed and interned during World War II. The Western Addition survived the 1906 earthquake with its Victorians largely intact, including the famous \"Painted Ladies\", standing alongside Alamo Square. To the south, near the geographic center of the city is Haight-Ashbury, famously associated with 1960s hippie culture. The Haight is now home to some expensive boutiques and a few controversial chain stores, although it still retains some bohemian character.\nNorth of the Western Addition is Pacific Heights, an affluent neighborhood that features the homes built by wealthy San Franciscans in the wake of the 1906 earthquake. Directly north of Pacific Heights facing the waterfront is the Marina, a neighborhood popular with young professionals that was largely built on reclaimed land from the Bay.\n", "labels": "What is the name of the neighborhood where  its Japanese American residents were forcibly removed and interned during World War II?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6858ba066dca40679e1fd85772c8226c"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 historic center of San Francisco is the northeast quadrant of the city anchored by Market Street and the waterfront. It is here that the Financial District is centered, with Union Square, the principal shopping and hotel district, and the Tenderloin nearby. Cable cars carry riders up steep inclines to the summit of Nob Hill, once the home of the city's business tycoons, and down to the waterfront tourist attractions of Fisherman's Wharf, and Pier 39, where many restaurants feature Dungeness crab from a still-active fishing industry. Also in this quadrant are Russian Hill, a residential neighborhood with the famously crooked Lombard Street; North Beach, the city's Little Italy and the former center of the Beat Generation; and Telegraph Hill, which features Coit Tower. Abutting Russian Hill and North Beach is San Francisco's Chinatown, the oldest Chinatown in North America. The South of Market, which was once San Francisco's industrial core, has seen significant redevelopment following the construction of AT&T Park and an infusion of startup companies. New skyscrapers, live-work lofts, and condominiums dot the area. Further development is taking place just to the south in Mission Bay area, a former railroad yard, which now has a second campus of the University of California, San Francisco, and where the new Warriors arena will be built.West of downtown, across Van Ness Avenue, lies the large Western Addition neighborhood, which became established with a large African American population after World War II. The Western Addition is usually divided into smaller neighborhoods including Hayes Valley, the Fillmore, and Japantown, which was once the largest Japantown in North America but suffered when its Japanese American residents were forcibly removed and interned during World War II. The Western Addition survived the 1906 earthquake with its Victorians largely intact, including the famous \"Painted Ladies\", standing alongside Alamo Square. To the south, near the geographic center of the city is Haight-Ashbury, famously associated with 1960s hippie culture. The Haight is now home to some expensive boutiques and a few controversial chain stores, although it still retains some bohemian character.\nNorth of the Western Addition is Pacific Heights, an affluent neighborhood that features the homes built by wealthy San Franciscans in the wake of the 1906 earthquake. Directly north of Pacific Heights facing the waterfront is the Marina, a neighborhood popular with young professionals that was largely built on reclaimed land from the Bay.\n", "labels": "What is the full name of the location that is famously associated with 1960s hippie culture?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6858ba066dca40679e1fd85772c8226c"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 historic center of San Francisco is the northeast quadrant of the city anchored by Market Street and the waterfront. It is here that the Financial District is centered, with Union Square, the principal shopping and hotel district, and the Tenderloin nearby. Cable cars carry riders up steep inclines to the summit of Nob Hill, once the home of the city's business tycoons, and down to the waterfront tourist attractions of Fisherman's Wharf, and Pier 39, where many restaurants feature Dungeness crab from a still-active fishing industry. Also in this quadrant are Russian Hill, a residential neighborhood with the famously crooked Lombard Street; North Beach, the city's Little Italy and the former center of the Beat Generation; and Telegraph Hill, which features Coit Tower. Abutting Russian Hill and North Beach is San Francisco's Chinatown, the oldest Chinatown in North America. The South of Market, which was once San Francisco's industrial core, has seen significant redevelopment following the construction of AT&T Park and an infusion of startup companies. New skyscrapers, live-work lofts, and condominiums dot the area. Further development is taking place just to the south in Mission Bay area, a former railroad yard, which now has a second campus of the University of California, San Francisco, and where the new Warriors arena will be built.West of downtown, across Van Ness Avenue, lies the large Western Addition neighborhood, which became established with a large African American population after World War II. The Western Addition is usually divided into smaller neighborhoods including Hayes Valley, the Fillmore, and Japantown, which was once the largest Japantown in North America but suffered when its Japanese American residents were forcibly removed and interned during World War II. The Western Addition survived the 1906 earthquake with its Victorians largely intact, including the famous \"Painted Ladies\", standing alongside Alamo Square. To the south, near the geographic center of the city is Haight-Ashbury, famously associated with 1960s hippie culture. The Haight is now home to some expensive boutiques and a few controversial chain stores, although it still retains some bohemian character.\nNorth of the Western Addition is Pacific Heights, an affluent neighborhood that features the homes built by wealthy San Franciscans in the wake of the 1906 earthquake. Directly north of Pacific Heights facing the waterfront is the Marina, a neighborhood popular with young professionals that was largely built on reclaimed land from the Bay.\n", "labels": "What is the name of the location that was largely built on reclaimed land from the Bay?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6858ba066dca40679e1fd85772c8226c"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 work that, according to Catherine Keenan, \"has the delicate, adamantine beauty that characterises many of [Oliver's] pieces\"?", "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: 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 work that, according to Catherine Keenan, \"is an engineering marvel\"?", "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: A veteran of World War I, Thomas Holmes, struggles to make his way in civilian life in almost every way imaginable.  In the opening scene of the movie, Tom and his friend are on a mission to gather intelligence by capturing a German soldier.  Tom's friend, the banker's son Roger Winston, in terror, refuses to leave the shell hole so Tom volunteers to go alone.\nHe captures a German but is apparently killed; in fact, he has only been wounded, and the Germans take him to their hospital to recover.  His friend Roger Winston returns to the safety of American lines with the captured German soldier and is rewarded with a medal for it; his feeble efforts to refuse credit are dismissed as modesty, and he comes home a decorated hero. During Tom's captivity, German doctors treat his pain with morphine and he becomes addicted to the drug.  After Tom returns from the war, Roger offers him a job at his father's bank out of shame.\n", "labels": "What is the first name of the person who is taken to a German hospital?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-9a9223ca5fc24eae9b2a40e935804be2"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 veteran of World War I, Thomas Holmes, struggles to make his way in civilian life in almost every way imaginable.  In the opening scene of the movie, Tom and his friend are on a mission to gather intelligence by capturing a German soldier.  Tom's friend, the banker's son Roger Winston, in terror, refuses to leave the shell hole so Tom volunteers to go alone.\nHe captures a German but is apparently killed; in fact, he has only been wounded, and the Germans take him to their hospital to recover.  His friend Roger Winston returns to the safety of American lines with the captured German soldier and is rewarded with a medal for it; his feeble efforts to refuse credit are dismissed as modesty, and he comes home a decorated hero. During Tom's captivity, German doctors treat his pain with morphine and he becomes addicted to the drug.  After Tom returns from the war, Roger offers him a job at his father's bank out of shame.\n", "labels": "What is the first name of the person who is apparently killed, but was only wounded?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-9a9223ca5fc24eae9b2a40e935804be2"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 is the last name of the person who was taken away and beheaded on Tower Hill?", "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 is the full name of the castle the crowd broke into without meeting resistance and looted the Jewel House?", "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 title of the person who was taken away and beheaded on Tower Hill?", "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": "Who abdicated?", "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 last name of the person who hoped that the mob would respect the sanctuary?", "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 person who replaced Richard on the throne?", "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 position of the person who was beheaded on Tower Hill?", "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 one of Henry V's victories?", "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 Neville's nickname?", "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 are the two reptiles on the island that had a 1998 study where Goliath Hero were discovered?", "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 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 three species of animals have returned to the island that has a lack of tourism?", "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 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 other insect besides the ones that are warded off with shea butter must natives protect themselves from on Mosquito Island?", "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: Thirty years after the Galactic Civil War, the First Order has risen from the fallen Galactic Empire and seeks to eliminate the New Republic. The Resistance, backed by the Republic and led by General Leia Organa, opposes them while Leia searches for her brother, Luke Skywalker.\nOn the planet Jakku, Resistance pilot Poe Dameron receives a map to Luke's location from Lor San Tekka. Stormtroopers commanded by Kylo Ren destroy the village and capture Poe, while Kylo kills San Tekka. Poe's droid BB-8 escapes with the map and encounters a scavenger, Rey, near a junkyard settlement. Kylo tortures Poe using the Force and learns of BB-8. Stormtrooper FN-2187, unwilling to kill for the First Order, frees Poe, and they escape in a stolen TIE fighter; Poe names FN-2187 \"Finn\". As they turn back to Jakku to retrieve BB-8, they are shot down by a First Order Star Destroyer and crash-land. Finn survives and assumes that Poe died in the crash. He encounters Rey and BB-8, but the First Order tracks them and launches an airstrike. Finn, Rey, and BB-8 flee the planet in the Millennium Falcon, which they steal from a junkyard.\nThe Falcon is captured by a larger ship piloted by Han Solo and Chewbacca, looking to reclaim their former vessel. The group is attacked by gangs seeking to settle debts with Han, and flee in the Falcon. At the First Order's Starkiller Base, a planet converted into a superweapon that harnesses star energy, Supreme Leader Snoke allows General Hux to use the weapon for the first time. Snoke questions Kylo's ability to deal with emotions relating to his father, Han Solo, who Kylo says means nothing to him.\n", "labels": "Who asks Kylo about his father?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d4a68d3a9b7e4ccfa1d11dfd82da6dcb"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Thirty years after the Galactic Civil War, the First Order has risen from the fallen Galactic Empire and seeks to eliminate the New Republic. The Resistance, backed by the Republic and led by General Leia Organa, opposes them while Leia searches for her brother, Luke Skywalker.\nOn the planet Jakku, Resistance pilot Poe Dameron receives a map to Luke's location from Lor San Tekka. Stormtroopers commanded by Kylo Ren destroy the village and capture Poe, while Kylo kills San Tekka. Poe's droid BB-8 escapes with the map and encounters a scavenger, Rey, near a junkyard settlement. Kylo tortures Poe using the Force and learns of BB-8. Stormtrooper FN-2187, unwilling to kill for the First Order, frees Poe, and they escape in a stolen TIE fighter; Poe names FN-2187 \"Finn\". As they turn back to Jakku to retrieve BB-8, they are shot down by a First Order Star Destroyer and crash-land. Finn survives and assumes that Poe died in the crash. He encounters Rey and BB-8, but the First Order tracks them and launches an airstrike. Finn, Rey, and BB-8 flee the planet in the Millennium Falcon, which they steal from a junkyard.\nThe Falcon is captured by a larger ship piloted by Han Solo and Chewbacca, looking to reclaim their former vessel. The group is attacked by gangs seeking to settle debts with Han, and flee in the Falcon. At the First Order's Starkiller Base, a planet converted into a superweapon that harnesses star energy, Supreme Leader Snoke allows General Hux to use the weapon for the first time. Snoke questions Kylo's ability to deal with emotions relating to his father, Han Solo, who Kylo says means nothing to him.\n", "labels": "What are the full names of the people who reclaim the Millennium Falcon after it is stolen?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d4a68d3a9b7e4ccfa1d11dfd82da6dcb"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 that posed a great danger to the Lithuanian territories and waged a number of successful campaigns?", "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: 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 that merged into the Teutonic Knights?", "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: 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 who, from 1283, was better positioned to threaten the young Lithuanian state from the west?", "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: 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 name of the specific lands whose plundering was achieved through temporary alliances among Lithuanian dukes that often sufficed for military ventures?", "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: In 1692, the Neapolitan painter Luca Giordano  became one of the few allowed to view paintings held in Philip IV's private apartments, and was greatly impressed by Las Meninas. Giordano described the work as the \"theology of painting\", and was inspired to paint A Homage to Vel\u00e1zquez (National Gallery, London). By the early 18th century his oeuvre was gaining international recognition, and later in the century British collectors ventured to Spain in search of acquisitions. Since the popularity of Italian art was then at its height among British connoisseurs, they concentrated on paintings that showed obvious Italian influence, largely ignoring others such as Las Meninas.An almost immediate influence can be seen in the two portraits by Mazo of subjects depicted in Las Meninas, which in some ways reverse the motif of that painting. Ten years later, in 1666, Mazo painted Infanta Margaret Theresa, who was then 15 and just about to leave Madrid to marry the Holy Roman Emperor. In the background are figures in two further receding doorways, one of which was the new King Charles (Margaret Theresa's brother), and another the dwarf Maribarbola. A Mazo portrait of the widowed Queen Mariana again shows, through a doorway in the Alc\u00e1zar, the young king with dwarfs, possibly including Maribarbola, and attendants who offer him a drink.  Mazo's painting of The Family of the Artist also shows a composition similar to that of Las Meninas.\nFrancisco Goya etched a print of Las Meninas in 1778, and later used Vel\u00e1zquez's painting as the model for his Charles IV of Spain and His Family. As in Las Meninas, the royal family in Goya's work is apparently visiting the artist's studio. In both paintings the artist is shown working on a canvas, of which only the rear is visible. Goya, however, replaces the atmospheric and warm perspective of Las Meninas with what Pierre Gassier calls a sense of \"imminent suffocation\". Goya's royal family is presented on a \"stage facing the public, while in the shadow of the wings the painter, with a grim smile, points and says: 'Look at them and judge for yourself!' \"\nThe 19th-century British art collector William John Bankes travelled to Spain during the Peninsular War (1808\u20131814) and acquired a copy of Las Meninas painted by Mazo, which he believed to be an original preparatory oil sketch by Vel\u00e1zquez\u2014although Vel\u00e1zquez did not usually paint studies. Bankes described his purchase as \"the glory of my collection\", noting that he had been \"a long while in treaty for it and was obliged to pay a high price\". The copy was admired throughout the 19th century in Britain, and is now in Kingston Lacy.  Recently there have been suggestions that it might be by Vel\u00e1zquez after all (see below).\n", "labels": "What is the full name of the person who had British collectors venture to Spain in search of acquiring their art?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-3b24c1f19b754dfe8d80ae6f815e3794"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 1692, the Neapolitan painter Luca Giordano  became one of the few allowed to view paintings held in Philip IV's private apartments, and was greatly impressed by Las Meninas. Giordano described the work as the \"theology of painting\", and was inspired to paint A Homage to Vel\u00e1zquez (National Gallery, London). By the early 18th century his oeuvre was gaining international recognition, and later in the century British collectors ventured to Spain in search of acquisitions. Since the popularity of Italian art was then at its height among British connoisseurs, they concentrated on paintings that showed obvious Italian influence, largely ignoring others such as Las Meninas.An almost immediate influence can be seen in the two portraits by Mazo of subjects depicted in Las Meninas, which in some ways reverse the motif of that painting. Ten years later, in 1666, Mazo painted Infanta Margaret Theresa, who was then 15 and just about to leave Madrid to marry the Holy Roman Emperor. In the background are figures in two further receding doorways, one of which was the new King Charles (Margaret Theresa's brother), and another the dwarf Maribarbola. A Mazo portrait of the widowed Queen Mariana again shows, through a doorway in the Alc\u00e1zar, the young king with dwarfs, possibly including Maribarbola, and attendants who offer him a drink.  Mazo's painting of The Family of the Artist also shows a composition similar to that of Las Meninas.\nFrancisco Goya etched a print of Las Meninas in 1778, and later used Vel\u00e1zquez's painting as the model for his Charles IV of Spain and His Family. As in Las Meninas, the royal family in Goya's work is apparently visiting the artist's studio. In both paintings the artist is shown working on a canvas, of which only the rear is visible. Goya, however, replaces the atmospheric and warm perspective of Las Meninas with what Pierre Gassier calls a sense of \"imminent suffocation\". Goya's royal family is presented on a \"stage facing the public, while in the shadow of the wings the painter, with a grim smile, points and says: 'Look at them and judge for yourself!' \"\nThe 19th-century British art collector William John Bankes travelled to Spain during the Peninsular War (1808\u20131814) and acquired a copy of Las Meninas painted by Mazo, which he believed to be an original preparatory oil sketch by Vel\u00e1zquez\u2014although Vel\u00e1zquez did not usually paint studies. Bankes described his purchase as \"the glory of my collection\", noting that he had been \"a long while in treaty for it and was obliged to pay a high price\". The copy was admired throughout the 19th century in Britain, and is now in Kingston Lacy.  Recently there have been suggestions that it might be by Vel\u00e1zquez after all (see below).\n", "labels": "What is the name of the person that painted Las Meninas?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-3b24c1f19b754dfe8d80ae6f815e3794"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 1692, the Neapolitan painter Luca Giordano  became one of the few allowed to view paintings held in Philip IV's private apartments, and was greatly impressed by Las Meninas. Giordano described the work as the \"theology of painting\", and was inspired to paint A Homage to Vel\u00e1zquez (National Gallery, London). By the early 18th century his oeuvre was gaining international recognition, and later in the century British collectors ventured to Spain in search of acquisitions. Since the popularity of Italian art was then at its height among British connoisseurs, they concentrated on paintings that showed obvious Italian influence, largely ignoring others such as Las Meninas.An almost immediate influence can be seen in the two portraits by Mazo of subjects depicted in Las Meninas, which in some ways reverse the motif of that painting. Ten years later, in 1666, Mazo painted Infanta Margaret Theresa, who was then 15 and just about to leave Madrid to marry the Holy Roman Emperor. In the background are figures in two further receding doorways, one of which was the new King Charles (Margaret Theresa's brother), and another the dwarf Maribarbola. A Mazo portrait of the widowed Queen Mariana again shows, through a doorway in the Alc\u00e1zar, the young king with dwarfs, possibly including Maribarbola, and attendants who offer him a drink.  Mazo's painting of The Family of the Artist also shows a composition similar to that of Las Meninas.\nFrancisco Goya etched a print of Las Meninas in 1778, and later used Vel\u00e1zquez's painting as the model for his Charles IV of Spain and His Family. As in Las Meninas, the royal family in Goya's work is apparently visiting the artist's studio. In both paintings the artist is shown working on a canvas, of which only the rear is visible. Goya, however, replaces the atmospheric and warm perspective of Las Meninas with what Pierre Gassier calls a sense of \"imminent suffocation\". Goya's royal family is presented on a \"stage facing the public, while in the shadow of the wings the painter, with a grim smile, points and says: 'Look at them and judge for yourself!' \"\nThe 19th-century British art collector William John Bankes travelled to Spain during the Peninsular War (1808\u20131814) and acquired a copy of Las Meninas painted by Mazo, which he believed to be an original preparatory oil sketch by Vel\u00e1zquez\u2014although Vel\u00e1zquez did not usually paint studies. Bankes described his purchase as \"the glory of my collection\", noting that he had been \"a long while in treaty for it and was obliged to pay a high price\". The copy was admired throughout the 19th century in Britain, and is now in Kingston Lacy.  Recently there have been suggestions that it might be by Vel\u00e1zquez after all (see below).\n", "labels": "What is the full name of the person that thought they had purchased an oil sketch prepared by Vel\u00e1zquez?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-3b24c1f19b754dfe8d80ae6f815e3794"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 1692, the Neapolitan painter Luca Giordano  became one of the few allowed to view paintings held in Philip IV's private apartments, and was greatly impressed by Las Meninas. Giordano described the work as the \"theology of painting\", and was inspired to paint A Homage to Vel\u00e1zquez (National Gallery, London). By the early 18th century his oeuvre was gaining international recognition, and later in the century British collectors ventured to Spain in search of acquisitions. Since the popularity of Italian art was then at its height among British connoisseurs, they concentrated on paintings that showed obvious Italian influence, largely ignoring others such as Las Meninas.An almost immediate influence can be seen in the two portraits by Mazo of subjects depicted in Las Meninas, which in some ways reverse the motif of that painting. Ten years later, in 1666, Mazo painted Infanta Margaret Theresa, who was then 15 and just about to leave Madrid to marry the Holy Roman Emperor. In the background are figures in two further receding doorways, one of which was the new King Charles (Margaret Theresa's brother), and another the dwarf Maribarbola. A Mazo portrait of the widowed Queen Mariana again shows, through a doorway in the Alc\u00e1zar, the young king with dwarfs, possibly including Maribarbola, and attendants who offer him a drink.  Mazo's painting of The Family of the Artist also shows a composition similar to that of Las Meninas.\nFrancisco Goya etched a print of Las Meninas in 1778, and later used Vel\u00e1zquez's painting as the model for his Charles IV of Spain and His Family. As in Las Meninas, the royal family in Goya's work is apparently visiting the artist's studio. In both paintings the artist is shown working on a canvas, of which only the rear is visible. Goya, however, replaces the atmospheric and warm perspective of Las Meninas with what Pierre Gassier calls a sense of \"imminent suffocation\". Goya's royal family is presented on a \"stage facing the public, while in the shadow of the wings the painter, with a grim smile, points and says: 'Look at them and judge for yourself!' \"\nThe 19th-century British art collector William John Bankes travelled to Spain during the Peninsular War (1808\u20131814) and acquired a copy of Las Meninas painted by Mazo, which he believed to be an original preparatory oil sketch by Vel\u00e1zquez\u2014although Vel\u00e1zquez did not usually paint studies. Bankes described his purchase as \"the glory of my collection\", noting that he had been \"a long while in treaty for it and was obliged to pay a high price\". The copy was admired throughout the 19th century in Britain, and is now in Kingston Lacy.  Recently there have been suggestions that it might be by Vel\u00e1zquez after all (see below).\n", "labels": "Where is the location of the painting that William John Bankes purchased?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-3b24c1f19b754dfe8d80ae6f815e3794"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 name of the person who has been to 125 countries?", "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: 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 whose solo work was praised by the Beatles producer?", "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: 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 wrote the song that Du Noyer described as \"most revered?\"?", "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: 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 Ingham indicated the hypocrisy in??", "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: 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 said the piano part of Imagine \"belongs to the tradition of hymns or spirituals that visualize a glorious afterlife without prophesizing any immediate end to suffering on earth?\"?", "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: 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 begins to suspect an American posing as a graduate student after observing his combat skills?", "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 makes Jake confirm that the body of a young woman killed in a suicide blast is not that of the Javanese Sultan's daughter?", "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": "Who surveils the FBI agent?", "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 was the full name of the person that was a jeweller?", "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: 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": "How much did Wood earn for his first paid appearance?", "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: 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": "At what school did Wood study art?", "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: 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 last name of the person who was given his first lessons on the organ by George Cooper?", "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: 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 last name of the person who was trading as a jeweler by his sons birth?", "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: 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 last name of the person whose wife played the piano?", "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: 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 last name of the person whose wife sang songs from her 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: 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 last name of the person who was bought a Broadwood piano?", "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: 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 last name of the person who took further lessons from Edwin M. Lott?", "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: 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 last name of the person who enjoyed painting as much as music when they were younger?", "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: 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 last name of the person who studied at their spare time at the Slade School of Fine Art?", "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 person who charged a group of Indians with guiding him?", "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 full name of the person who is accused of being a devil?", "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 precise name of the Commonwealth in which, as of the 2018\u201319 academic year, a total of 1,290,576 students were enrolled in 2,293 local and regional schools?", "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 is the first name of the person who was last seen at an archaeological dig?", "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: 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": "Who shoots Dimitri?", "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: 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 find an abandoned camp?", "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 was the full name of the person who defeated someone by 18 votes to five to become 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: 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 full name of the person who had their depictions of female nudity condemned?", "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: 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 full name of the person who received the highest honour available to an artist in February 1828?", "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: 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 moved to London in 1805 after his seven-year apprenticeship ended?", "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: 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 student of renowned portrait painter Thomas Lawrence?", "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: 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 well-respected for his fascination with contrasts in skin tones?", "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: 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 defeated someone by 18 votes in February 1828?", "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: 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 whose portraits of male nudes were generally well received?", "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: 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 full name of the person that became a full Royal Academician in 1828?", "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: A deadly virus released in 1996 wipes out almost all of humanity, forcing survivors to live underground. A group known as the Army of the Twelve Monkeys is believed to have released the virus. In 2035, James Cole is a prisoner living in a subterranean compound beneath the ruins of Philadelphia. Cole is selected to be trained and sent back in time to find the original virus in order to help scientists develop a cure. Meanwhile, Cole is troubled by recurring dreams involving a foot chase and shooting at an airport.\nCole arrives in Baltimore in 1990, not 1996 as planned. He is arrested, then hospitalized in a mental hospital on the diagnosis of Dr. Kathryn Railly. There he encounters Jeffrey Goines, a mental patient with fanatical views. Cole is interviewed by a panel of doctors, and he tries to explain that the virus outbreak has already happened, and nobody can change it. After an escape attempt, Cole is sedated and locked in a cell, but disappears moments later, and wakes up back in 2035. He is interrogated by the scientists, who play a distorted voicemail message that asserts the association of the Army of the Twelve Monkeys with the virus. He is also shown photos of numerous people suspected of being involved, including Goines. The scientists offer Cole a second chance to complete his mission and send him back in time. He arrives at a battlefield during World War I, is shot in the leg, and then is suddenly transported to 1996.\n", "labels": "What is the full name of the person who encounters Jefferey Goines?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1aab4894b2f34e208f3b85ddd3083999"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 deadly virus released in 1996 wipes out almost all of humanity, forcing survivors to live underground. A group known as the Army of the Twelve Monkeys is believed to have released the virus. In 2035, James Cole is a prisoner living in a subterranean compound beneath the ruins of Philadelphia. Cole is selected to be trained and sent back in time to find the original virus in order to help scientists develop a cure. Meanwhile, Cole is troubled by recurring dreams involving a foot chase and shooting at an airport.\nCole arrives in Baltimore in 1990, not 1996 as planned. He is arrested, then hospitalized in a mental hospital on the diagnosis of Dr. Kathryn Railly. There he encounters Jeffrey Goines, a mental patient with fanatical views. Cole is interviewed by a panel of doctors, and he tries to explain that the virus outbreak has already happened, and nobody can change it. After an escape attempt, Cole is sedated and locked in a cell, but disappears moments later, and wakes up back in 2035. He is interrogated by the scientists, who play a distorted voicemail message that asserts the association of the Army of the Twelve Monkeys with the virus. He is also shown photos of numerous people suspected of being involved, including Goines. The scientists offer Cole a second chance to complete his mission and send him back in time. He arrives at a battlefield during World War I, is shot in the leg, and then is suddenly transported to 1996.\n", "labels": "What is the full name of the person who is shot in the leg?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1aab4894b2f34e208f3b85ddd3083999"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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": "What does Ravel have play in six to eight parts while the woodwind are required to play with extreme agility?", "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: In 2007, Elderly sold more than 16,000 instruments. The company is a  dealer of Martin guitars, as well as other mainstream brands such as Guild and Fender. It sells used Gibson instruments, but not new models as a result of the Gibson lawsuit. Although the bulk of its business comes from guitar sales, the company carries a range of other instruments, such as banjos, ukuleles, mandolins, accordions, concertinas, bouzoukis, sitars, musical saws, and African thumb pianos. Some of the rarer instruments are purchased as collectibles. Elderly is an exclusive retailer of \"LunchBox-A-LeLes\", ukuleles made from various tin lunch box designs. The journal Bluegrass Unlimited has noted Elderly Instruments for carrying \"elite\" brands of instruments, such as Paul Duff mandolins, Huss & Dalton acoustic guitars, Stelling banjos, and Nash electric guitars. Elderly was once one of only two American retailers for Apitius Mandolins, now only sold directly. As part of its consignment business, Elderly sells \"collections\" of instruments that sometimes have rich histories. In September 2006, it placed the Dopyera family's personal collection of resonator instruments up for sale, including some of the Dobro and National brands. The Dopyera family was responsible for founding those companies and innovating the resonator instrument trade.Elderly Instruments carries a number of Martin guitars, including valuable vintage models. In interviews, Werbin frequently mentions Martins made before World War II as especially desirable and \"memorable\" pieces of the Elderly Instruments inventory. The guitars are sought after by musicians from the bluegrass and other genres. Werbin purchases some of the more valuable or interesting instruments for his personal collection, and has lent them to museums as temporary exhibits.Periodicals for the bluegrass genre such as Bluegrass Canada and Bluegrass Now have featured stories about Elderly and its selection of bluegrass instruments and repair services. Elderly employees maintain connections with the bluegrass industry by attending trade shows such as the International Bluegrass Association Trade Show in Louisville, Kentucky. At these shows, Elderly showcases typical bluegrass instruments, such as banjos, guitars, mandolins, fiddles and resophonic guitars, to musicians and businesspeople. Elderly Instruments staff members have set up organizations such as the \"Friends of Bluegrass\" to support local bluegrass musicians.Michigan Living magazine noted Elderly's liberal policy regarding the handling of instruments, something Werbin attributes to his difficulty shopping for Martin guitars in New York City in the 1960s. The magazine also notes that customers are encouraged to pick up and play any instrument, an unusual policy for a high-end instrument retailer. Impromptu \"jam sessions\" are frequent in the store, as customers try out guitars.\n", "labels": "What is the name of the organization set up to support bluegrass musicians by the employees of the company that sold over 16,000 instruments in 2007?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b41edf8da1b74e50b1c127412f824d79"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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": "What is the name of the song that had a music video directed by Anderson?", "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: 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": "What is the full name of the person that arranged strings for the album on a song with a performance by the London Contemporary Orchestra?", "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: 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": "What is the name of the award that the Radiohead's 2016 album was nominated for, making it their fifth album to receive such a nomination?", "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: Like all other non-human primates, strepsirrhines face an elevated risk of extinction due to human activity, particularly deforestation in tropical regions. Much of their habitat has been converted for human use, such as agriculture and pasture. The threats facing strepsirrhine primates fall into three main categories: habitat destruction, hunting (for bushmeat or traditional medicine), and live capture for export or local exotic pet trade. Although hunting is often prohibited, the laws protecting them are rarely enforced. In Madagascar, local taboos known as fady sometimes help protect lemur species, although some are still hunted for traditional medicine.\nIn 2012, the International Union for Conservation of Nature (IUCN) announced that lemurs were the \"most endangered mammals\", due largely to elevated illegal logging and hunting following a political crisis in 2009. In Southeast Asia, slow lorises are threatened by the exotic pet trade and traditional medicine, in addition to habitat destruction. Both lemurs and slow lorises are protected from commercial international trade under CITES Appendix I.\n", "labels": "What is hunted for traditional medicine?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-158e9a21f502463280ff2565518cafab"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Dartmouth lies on the east shore of Halifax Harbour, and Halifax is on the west shore. Halifax and Dartmouth had thrived during times of war; the harbour was one of the British Royal Navy's most important bases in North America, a centre for wartime trade, and a home to privateers who harried the British Empire's enemies during the American Revolution, the Napoleonic Wars, and the War of 1812.The completion of the Intercolonial Railway and its Deep Water Terminal in 1880 allowed for increased steamship trade and led to accelerated development of the port area, but Halifax faced an economic downturn in the 1890s as local factories lost ground to competitors in central Canada.  The British garrison left the city in late 1905 and early 1906. The Canadian government took over the Halifax Dockyard (now CFB Halifax) from the Royal Navy. This dockyard later became the command centre of the Royal Canadian Navy upon its founding in 1910.Just before the First World War, the Canadian government began a determined, costly effort to develop the harbour and waterfront facilities. The outbreak of the war brought Halifax back to prominence. As the Royal Canadian Navy had virtually no seaworthy ships of its own, the Royal Navy assumed responsibility for maintaining Atlantic trade routes by re-adopting Halifax as its North American base of operations. In 1915, management of the harbour fell under the control of the Royal Canadian Navy under the supervision of Captain Superintendent Edward Harrington Martin; by 1917 there was a growing naval fleet in Halifax, including patrol ships, tugboats, and minesweepers.The population of Halifax/Dartmouth had increased to between 60,000 and 65,000 people by 1917. Convoys carried men, animals, and supplies to the European theatre of war. The two main points of departure were in Nova Scotia at Sydney, on Cape Breton Island, and Halifax. Hospital ships brought the wounded to the city, and a new military hospital was constructed in the city.The success of German U-boat attacks on ships crossing the Atlantic Ocean led the Allies to institute a convoy system to reduce losses while transporting goods and soldiers to Europe. Merchant ships gathered at Bedford Basin on the northwestern end of the harbour, which was protected by two sets of anti-submarine nets and guarded by patrol ships of the Royal Canadian Navy.The convoys departed under the protection of British cruisers and destroyers. A large army garrison protected the city with forts, gun batteries, and anti-submarine nets. These factors drove a major military, industrial, and residential expansion of the city, and the weight of goods passing through the harbour increased nearly ninefold. All neutral ships bound for ports in North America were required to report to Halifax for inspection.\n", "labels": "From what location did convoys depart under the protection of British cruisers and destroyers?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-4344d07fcf594a8ca246070d481e34cf"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 is the name of the vehicle that the men were trying to keep airborne?", "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: Singles centers on the precarious romantic lives of a group of young Gen X'ers in Seattle, Washington, at the height of the 1990s grunge phenomenon. Most of the characters dwell in an apartment block, a sign in front of which advertises \"Singles\" (single bedroom apartments) for rent. Divided into chapters, the film focuses on the course of two couples' rocky romances, as well as the love lives of their friends and associates.\nThe film revolves around Janet, a coffee-bar waitress fawning over Cliff, an aspiring, yet slightly aloof grunge rock musician of the fictional grunge/rock band Citizen Dick (which features members of the real-life grunge group Pearl Jam), Linda Powell and Steve Dunne, a couple wavering on whether to commit to each other, and Debbie Hunt, who is trying to find Mr. Right - a man who would make an ideal romantic partner - by making a video to express her desire. The events of the film are set against the backdrop of the early 1990s grunge movement in Seattle and features appearances from several musicians prominent in that movement.\nIn the end (aside from some setbacks) Debbie meets her perfect significant other at an airport, Linda and Steve finally commit to each other (Steve leaves the apartment block to be with Linda), and Cliff realizes that Janet is the one for him after she finally gives up on their relationship.\n", "labels": "Where is the apartment complex that advertises that single bedroom apartments are available?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5c5453f2ee0a4311990236d7714768c1"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Singles centers on the precarious romantic lives of a group of young Gen X'ers in Seattle, Washington, at the height of the 1990s grunge phenomenon. Most of the characters dwell in an apartment block, a sign in front of which advertises \"Singles\" (single bedroom apartments) for rent. Divided into chapters, the film focuses on the course of two couples' rocky romances, as well as the love lives of their friends and associates.\nThe film revolves around Janet, a coffee-bar waitress fawning over Cliff, an aspiring, yet slightly aloof grunge rock musician of the fictional grunge/rock band Citizen Dick (which features members of the real-life grunge group Pearl Jam), Linda Powell and Steve Dunne, a couple wavering on whether to commit to each other, and Debbie Hunt, who is trying to find Mr. Right - a man who would make an ideal romantic partner - by making a video to express her desire. The events of the film are set against the backdrop of the early 1990s grunge movement in Seattle and features appearances from several musicians prominent in that movement.\nIn the end (aside from some setbacks) Debbie meets her perfect significant other at an airport, Linda and Steve finally commit to each other (Steve leaves the apartment block to be with Linda), and Cliff realizes that Janet is the one for him after she finally gives up on their relationship.\n", "labels": "Who gives up on her relationship?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5c5453f2ee0a4311990236d7714768c1"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Singles centers on the precarious romantic lives of a group of young Gen X'ers in Seattle, Washington, at the height of the 1990s grunge phenomenon. Most of the characters dwell in an apartment block, a sign in front of which advertises \"Singles\" (single bedroom apartments) for rent. Divided into chapters, the film focuses on the course of two couples' rocky romances, as well as the love lives of their friends and associates.\nThe film revolves around Janet, a coffee-bar waitress fawning over Cliff, an aspiring, yet slightly aloof grunge rock musician of the fictional grunge/rock band Citizen Dick (which features members of the real-life grunge group Pearl Jam), Linda Powell and Steve Dunne, a couple wavering on whether to commit to each other, and Debbie Hunt, who is trying to find Mr. Right - a man who would make an ideal romantic partner - by making a video to express her desire. The events of the film are set against the backdrop of the early 1990s grunge movement in Seattle and features appearances from several musicians prominent in that movement.\nIn the end (aside from some setbacks) Debbie meets her perfect significant other at an airport, Linda and Steve finally commit to each other (Steve leaves the apartment block to be with Linda), and Cliff realizes that Janet is the one for him after she finally gives up on their relationship.\n", "labels": "Who departs from the building that advertises \"Singles\" in the end?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5c5453f2ee0a4311990236d7714768c1"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Singles centers on the precarious romantic lives of a group of young Gen X'ers in Seattle, Washington, at the height of the 1990s grunge phenomenon. Most of the characters dwell in an apartment block, a sign in front of which advertises \"Singles\" (single bedroom apartments) for rent. Divided into chapters, the film focuses on the course of two couples' rocky romances, as well as the love lives of their friends and associates.\nThe film revolves around Janet, a coffee-bar waitress fawning over Cliff, an aspiring, yet slightly aloof grunge rock musician of the fictional grunge/rock band Citizen Dick (which features members of the real-life grunge group Pearl Jam), Linda Powell and Steve Dunne, a couple wavering on whether to commit to each other, and Debbie Hunt, who is trying to find Mr. Right - a man who would make an ideal romantic partner - by making a video to express her desire. The events of the film are set against the backdrop of the early 1990s grunge movement in Seattle and features appearances from several musicians prominent in that movement.\nIn the end (aside from some setbacks) Debbie meets her perfect significant other at an airport, Linda and Steve finally commit to each other (Steve leaves the apartment block to be with Linda), and Cliff realizes that Janet is the one for him after she finally gives up on their relationship.\n", "labels": "What does the person who believes Janet is the one for him do for a living?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5c5453f2ee0a4311990236d7714768c1"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Singles centers on the precarious romantic lives of a group of young Gen X'ers in Seattle, Washington, at the height of the 1990s grunge phenomenon. Most of the characters dwell in an apartment block, a sign in front of which advertises \"Singles\" (single bedroom apartments) for rent. Divided into chapters, the film focuses on the course of two couples' rocky romances, as well as the love lives of their friends and associates.\nThe film revolves around Janet, a coffee-bar waitress fawning over Cliff, an aspiring, yet slightly aloof grunge rock musician of the fictional grunge/rock band Citizen Dick (which features members of the real-life grunge group Pearl Jam), Linda Powell and Steve Dunne, a couple wavering on whether to commit to each other, and Debbie Hunt, who is trying to find Mr. Right - a man who would make an ideal romantic partner - by making a video to express her desire. The events of the film are set against the backdrop of the early 1990s grunge movement in Seattle and features appearances from several musicians prominent in that movement.\nIn the end (aside from some setbacks) Debbie meets her perfect significant other at an airport, Linda and Steve finally commit to each other (Steve leaves the apartment block to be with Linda), and Cliff realizes that Janet is the one for him after she finally gives up on their relationship.\n", "labels": "Which of Citizen Dick's members is in love with the coffee-bar waitress?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5c5453f2ee0a4311990236d7714768c1"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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": "What is the name of the building with 140 rooms open to the public?", "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 who flirts with Thespis?", "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: 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": "Who does Thespis suggests goes down to earth in disguise to mingle and judge for themselves what people think of them?", "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: After colliding with Roy Miller twice in the airport departure terminal on the way home from Wichita to pick up car parts, June Havens is told she has been bumped to a later flight. CIA Agent John Fitzgerald, believing Havens is working with Miller, puts her back on the plane. Completely taken with Miller, Havens goes to the restroom to prep herself. Meanwhile, Miller fights and kills everyone else on the plane, even the pilots, who were all agents sent by Fitzgerald. After Havens reemerges and gives him a kiss, Miller crash-lands the plane in a cornfield. He drugs a shocked and confused Havens, warning her about the agents who will come after her and that she is not safe with them.\nWaking up at home, Havens struggles through a day fitting a bridesmaid's dress for her sister's (Maggie Grace) wedding, and is shocked to learn her sister would like to sell their father's 1966 Pontiac GTO tri-power, which Havens had planned on finishing as a wedding present. Havens is then picked up by a group of intelligence agents, led by Fitzgerald. Miller arrives and, through a long gunfight on the highway, kills several agents and reclaims Havens. She flees at the first opportunity and contacts Rodney, a firefighter and former boyfriend. Believing Havens is merely stressed and is playing out a fantasy, Rodney takes her out; she tells him everything that has happened to her, though he still does not understand. Miller then arrives and pretends to take Havens hostage while holding everyone else at gunpoint, fleeing with her.\n", "labels": "What is the last name of the person that is kissed by Havens?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-fed0da4866c34ad191e7f5e71c89bdf7"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 colliding with Roy Miller twice in the airport departure terminal on the way home from Wichita to pick up car parts, June Havens is told she has been bumped to a later flight. CIA Agent John Fitzgerald, believing Havens is working with Miller, puts her back on the plane. Completely taken with Miller, Havens goes to the restroom to prep herself. Meanwhile, Miller fights and kills everyone else on the plane, even the pilots, who were all agents sent by Fitzgerald. After Havens reemerges and gives him a kiss, Miller crash-lands the plane in a cornfield. He drugs a shocked and confused Havens, warning her about the agents who will come after her and that she is not safe with them.\nWaking up at home, Havens struggles through a day fitting a bridesmaid's dress for her sister's (Maggie Grace) wedding, and is shocked to learn her sister would like to sell their father's 1966 Pontiac GTO tri-power, which Havens had planned on finishing as a wedding present. Havens is then picked up by a group of intelligence agents, led by Fitzgerald. Miller arrives and, through a long gunfight on the highway, kills several agents and reclaims Havens. She flees at the first opportunity and contacts Rodney, a firefighter and former boyfriend. Believing Havens is merely stressed and is playing out a fantasy, Rodney takes her out; she tells him everything that has happened to her, though he still does not understand. Miller then arrives and pretends to take Havens hostage while holding everyone else at gunpoint, fleeing with her.\n", "labels": "What is the last name of the person that is warned about the danger of impending agents?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-fed0da4866c34ad191e7f5e71c89bdf7"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 colliding with Roy Miller twice in the airport departure terminal on the way home from Wichita to pick up car parts, June Havens is told she has been bumped to a later flight. CIA Agent John Fitzgerald, believing Havens is working with Miller, puts her back on the plane. Completely taken with Miller, Havens goes to the restroom to prep herself. Meanwhile, Miller fights and kills everyone else on the plane, even the pilots, who were all agents sent by Fitzgerald. After Havens reemerges and gives him a kiss, Miller crash-lands the plane in a cornfield. He drugs a shocked and confused Havens, warning her about the agents who will come after her and that she is not safe with them.\nWaking up at home, Havens struggles through a day fitting a bridesmaid's dress for her sister's (Maggie Grace) wedding, and is shocked to learn her sister would like to sell their father's 1966 Pontiac GTO tri-power, which Havens had planned on finishing as a wedding present. Havens is then picked up by a group of intelligence agents, led by Fitzgerald. Miller arrives and, through a long gunfight on the highway, kills several agents and reclaims Havens. She flees at the first opportunity and contacts Rodney, a firefighter and former boyfriend. Believing Havens is merely stressed and is playing out a fantasy, Rodney takes her out; she tells him everything that has happened to her, though he still does not understand. Miller then arrives and pretends to take Havens hostage while holding everyone else at gunpoint, fleeing with her.\n", "labels": "What is the first name of the person whose sister wants to sell a Pontiac GTO?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-fed0da4866c34ad191e7f5e71c89bdf7"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 1970s, Bay City Police detectives David Starsky and Ken 'Hutch' Hutchinson are forced to work as partners. The macho Starsky loves his Ford Gran Torino and recklessly pursues minor offenders, while the easy-going Hutchinson often works alongside criminals to investigate their activity. Jewish-American drug kingpin Reese Feldman and partner-in-crime Kevin Jutsum develop a new type of cocaine untraceable in scent and taste. When one of his dealers botches an operation, Feldman kills him.\nThe body washes ashore a few days later, and Starsky and Hutch investigate the scene. A clue leads them to Feldman, who denies any knowledge of the crime, but his wife mentions the dealer had been dating a cheerleader. After meeting cheerleaders Stacey and Holly, the detectives learn from cheerleader Heather that the dealer's jacket was made by Big Earl. Their street-wise informant Huggy Bear directs the pair to Big Earl's motorcycle bar. Disguised as \"Captain America\" and \"Billy\" from Easy Rider, Starsky and Hutch learn Big Earl is in jail, where they question him on his connection to Feldman's illicit dealings. Big Earl, implied to be gay and obsessed with dragons, forces the detectives into humiliating acts in exchange for a packet of what they believe is cocaine. Captain Doby, angered by their wild interrogation, tells them the packet contains artificial sweetener and takes them off the case.\nThe duo invite Stacy and Holly to Starsky's place where Starsky puts the \"sweetener\" in his coffee while Hutch sings Don't Give Up on Us (first recorded by David Soul, the original \"Hutch\"). The four visit a disco where Starsky, suffering the effects what proves to be Feldman's modified cocaine, loses a dance-off. Hutch takes him home and proceeds to have a threesome with Holly and Stacey.\n", "labels": "What is the full name of the person who has sex with two cheerleaders?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e5c1d78e0e39408f828d6ccd51a67ffe"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 was the last name of the person who said Holst was not afraid of being obvious when the occasion demanded?", "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: 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 was the name of the person who did not hesitate to be remote when remoteness expressed his purpose?", "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: 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 was the last name of Holst's 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: 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 did not hesitate to be remote when remoteness expressed his purpose?", "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: 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 was said to know best he music that rendered boredom impossible?", "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: Four days after the events of Rush Hour, LAPD Detective James Carter is on vacation in Hong Kong visiting his friend, Hong Kong Police Force Chief Inspector Lee, whom he met and befriended after working together to save the Chinese Consul Han's daughter, Soo Yung, in Los Angeles. Their leisure is temporarily put on hold as soon as a bomb explodes at the United States Consulate General, murdering two undercover U.S. Customs agents inside of it. Inspector Lee is assigned to the case, which becomes personal when it is discovered that it somehow involves Ricky Tan, his late police officer father's former partner. Ricky, who was suspected of having a role in elder Lee's death (although never proven), is now a leader of the Triads. This, however, causes Lee and Carter to get into a brawl between them and Ricky's bodyguards, with Carter becoming shocked with Lee as they were busy with their vacation.\nThe U.S. Secret Service, led by Agent Sterling, and the Hong Kong Police Force soon get into a fight over the jurisdiction of the case. Suddenly, Lee's office that Carter was in is bombed, causing Lee to believe he's dead and grieve for him. Carter is revealed to be alive, leaving the room before it exploded. He and a relieved Lee cross paths at Ricky's yacht where he is holding a dinner party. Ricky scolds his underling, Hu Li, who then leaves as Lee and Carter confront her boss. Just as Ricky asks for protection, Hu Li shoots him and makes her escape in the chaos. An angry Sterling holds Lee responsible for Ricky's death, and orders him off the case. Carter is ordered back to Los Angeles for involving himself and Lee volunteers to take him to the airport. However, at the airport, Carter gets Lee to return to LA with him.\n", "labels": "Where did James Carter and Inspector Lee become friends?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-3dfe0eed6adf47f6bde1f10cc031fd32"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Four days after the events of Rush Hour, LAPD Detective James Carter is on vacation in Hong Kong visiting his friend, Hong Kong Police Force Chief Inspector Lee, whom he met and befriended after working together to save the Chinese Consul Han's daughter, Soo Yung, in Los Angeles. Their leisure is temporarily put on hold as soon as a bomb explodes at the United States Consulate General, murdering two undercover U.S. Customs agents inside of it. Inspector Lee is assigned to the case, which becomes personal when it is discovered that it somehow involves Ricky Tan, his late police officer father's former partner. Ricky, who was suspected of having a role in elder Lee's death (although never proven), is now a leader of the Triads. This, however, causes Lee and Carter to get into a brawl between them and Ricky's bodyguards, with Carter becoming shocked with Lee as they were busy with their vacation.\nThe U.S. Secret Service, led by Agent Sterling, and the Hong Kong Police Force soon get into a fight over the jurisdiction of the case. Suddenly, Lee's office that Carter was in is bombed, causing Lee to believe he's dead and grieve for him. Carter is revealed to be alive, leaving the room before it exploded. He and a relieved Lee cross paths at Ricky's yacht where he is holding a dinner party. Ricky scolds his underling, Hu Li, who then leaves as Lee and Carter confront her boss. Just as Ricky asks for protection, Hu Li shoots him and makes her escape in the chaos. An angry Sterling holds Lee responsible for Ricky's death, and orders him off the case. Carter is ordered back to Los Angeles for involving himself and Lee volunteers to take him to the airport. However, at the airport, Carter gets Lee to return to LA with him.\n", "labels": "What is the full name of the person that Lee grieves for?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-3dfe0eed6adf47f6bde1f10cc031fd32"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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's the full name of the person that the former clown's friend descends from?", "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: 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": "Who was the local vampire slayer's wife?", "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: 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 is the title of the one responsible for turning the girls of Norfolk into lesbian vampires?", "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: 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": "Whose seduction was the vampire slayer's wife affected by?", "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: 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 the Vampire Queen if Jimmy's blood mixes with a virgin girl's?", "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: 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's the full name of the former clown's friend's ancestor?", "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: 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's the last name of the person whose wife the Queen seduces?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-91c212c95151421da878837e0125d868"}]