[{"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Monteux's first high-profile conducting experience came in 1895, when he was barely 20 years old. He was a member of the orchestra engaged for a performance of Saint-Sa\u00ebns's oratorio La lyre et la harpe, to be conducted by the composer. At the last minute Saint-Sa\u00ebns judged the player engaged for the important and difficult organ part to be inadequate and, as a celebrated virtuoso organist, decided to play it himself. He asked the orchestra if any of them could take over as conductor; there was a chorus of \"Oui \u2013 Monteux!\". With great trepidation, Monteux conducted the orchestra and soloists including the composer, sight-reading the score, and was judged a success.Monteux's musical career was interrupted in 1896, when he was called up for military service. As a graduate of the Conservatoire, one of France's grandes \u00e9coles, he was required to serve only ten months rather than the three years generally required. He later described himself as \"the most pitifully inadequate soldier that the 132nd Infantry had ever seen\". He had inherited from his mother not only her musical talent but her short and portly build and was physically unsuited to soldiering.Returning to Paris after discharge, Monteux resumed his career as a violist. Hans Richter invited him to lead the violas in the Bayreuth Festival orchestra, but Monteux could not afford to leave his regular work in Paris. In December 1900 Monteux played the solo viola part in Berlioz's Harold in Italy, rarely heard in Paris at the time, with the Colonne Orchestra conducted by Felix Mottl. In 1902 he secured a junior conducting post at the Dieppe casino, a seasonal appointment for the summer months which brought him into contact with leading musicians from the Paris orchestras and well-known soloists on vacation. By 1907 he was the principal conductor at Dieppe, in charge of operas and orchestral concerts. As an orchestral conductor he modelled his technique on that of Arthur Nikisch, under whose baton he had played, and who was his ideal conductor.\n", "labels": "What is the last name of the person who asked the orchestra if any of them could take over as conductor?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-365249693ed64939a41f53978472cce5"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Monteux's first high-profile conducting experience came in 1895, when he was barely 20 years old. He was a member of the orchestra engaged for a performance of Saint-Sa\u00ebns's oratorio La lyre et la harpe, to be conducted by the composer. At the last minute Saint-Sa\u00ebns judged the player engaged for the important and difficult organ part to be inadequate and, as a celebrated virtuoso organist, decided to play it himself. He asked the orchestra if any of them could take over as conductor; there was a chorus of \"Oui \u2013 Monteux!\". With great trepidation, Monteux conducted the orchestra and soloists including the composer, sight-reading the score, and was judged a success.Monteux's musical career was interrupted in 1896, when he was called up for military service. As a graduate of the Conservatoire, one of France's grandes \u00e9coles, he was required to serve only ten months rather than the three years generally required. He later described himself as \"the most pitifully inadequate soldier that the 132nd Infantry had ever seen\". He had inherited from his mother not only her musical talent but her short and portly build and was physically unsuited to soldiering.Returning to Paris after discharge, Monteux resumed his career as a violist. Hans Richter invited him to lead the violas in the Bayreuth Festival orchestra, but Monteux could not afford to leave his regular work in Paris. In December 1900 Monteux played the solo viola part in Berlioz's Harold in Italy, rarely heard in Paris at the time, with the Colonne Orchestra conducted by Felix Mottl. In 1902 he secured a junior conducting post at the Dieppe casino, a seasonal appointment for the summer months which brought him into contact with leading musicians from the Paris orchestras and well-known soloists on vacation. By 1907 he was the principal conductor at Dieppe, in charge of operas and orchestral concerts. As an orchestral conductor he modelled his technique on that of Arthur Nikisch, under whose baton he had played, and who was his ideal conductor.\n", "labels": "What orchestra did Monteux conduct?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-365249693ed64939a41f53978472cce5"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Monteux's first high-profile conducting experience came in 1895, when he was barely 20 years old. He was a member of the orchestra engaged for a performance of Saint-Sa\u00ebns's oratorio La lyre et la harpe, to be conducted by the composer. At the last minute Saint-Sa\u00ebns judged the player engaged for the important and difficult organ part to be inadequate and, as a celebrated virtuoso organist, decided to play it himself. He asked the orchestra if any of them could take over as conductor; there was a chorus of \"Oui \u2013 Monteux!\". With great trepidation, Monteux conducted the orchestra and soloists including the composer, sight-reading the score, and was judged a success.Monteux's musical career was interrupted in 1896, when he was called up for military service. As a graduate of the Conservatoire, one of France's grandes \u00e9coles, he was required to serve only ten months rather than the three years generally required. He later described himself as \"the most pitifully inadequate soldier that the 132nd Infantry had ever seen\". He had inherited from his mother not only her musical talent but her short and portly build and was physically unsuited to soldiering.Returning to Paris after discharge, Monteux resumed his career as a violist. Hans Richter invited him to lead the violas in the Bayreuth Festival orchestra, but Monteux could not afford to leave his regular work in Paris. In December 1900 Monteux played the solo viola part in Berlioz's Harold in Italy, rarely heard in Paris at the time, with the Colonne Orchestra conducted by Felix Mottl. In 1902 he secured a junior conducting post at the Dieppe casino, a seasonal appointment for the summer months which brought him into contact with leading musicians from the Paris orchestras and well-known soloists on vacation. By 1907 he was the principal conductor at Dieppe, in charge of operas and orchestral concerts. As an orchestral conductor he modelled his technique on that of Arthur Nikisch, under whose baton he had played, and who was his ideal conductor.\n", "labels": "What is the last name of the person who modeled his technique on that of Arthur Nikisch?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-365249693ed64939a41f53978472cce5"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Monteux's first high-profile conducting experience came in 1895, when he was barely 20 years old. He was a member of the orchestra engaged for a performance of Saint-Sa\u00ebns's oratorio La lyre et la harpe, to be conducted by the composer. At the last minute Saint-Sa\u00ebns judged the player engaged for the important and difficult organ part to be inadequate and, as a celebrated virtuoso organist, decided to play it himself. He asked the orchestra if any of them could take over as conductor; there was a chorus of \"Oui \u2013 Monteux!\". With great trepidation, Monteux conducted the orchestra and soloists including the composer, sight-reading the score, and was judged a success.Monteux's musical career was interrupted in 1896, when he was called up for military service. As a graduate of the Conservatoire, one of France's grandes \u00e9coles, he was required to serve only ten months rather than the three years generally required. He later described himself as \"the most pitifully inadequate soldier that the 132nd Infantry had ever seen\". He had inherited from his mother not only her musical talent but her short and portly build and was physically unsuited to soldiering.Returning to Paris after discharge, Monteux resumed his career as a violist. Hans Richter invited him to lead the violas in the Bayreuth Festival orchestra, but Monteux could not afford to leave his regular work in Paris. In December 1900 Monteux played the solo viola part in Berlioz's Harold in Italy, rarely heard in Paris at the time, with the Colonne Orchestra conducted by Felix Mottl. In 1902 he secured a junior conducting post at the Dieppe casino, a seasonal appointment for the summer months which brought him into contact with leading musicians from the Paris orchestras and well-known soloists on vacation. By 1907 he was the principal conductor at Dieppe, in charge of operas and orchestral concerts. As an orchestral conductor he modelled his technique on that of Arthur Nikisch, under whose baton he had played, and who was his ideal conductor.\n", "labels": "What is the last name of the person who thought Arthur Nikisch was the ideal conductor?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-365249693ed64939a41f53978472cce5"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Monteux's first high-profile conducting experience came in 1895, when he was barely 20 years old. He was a member of the orchestra engaged for a performance of Saint-Sa\u00ebns's oratorio La lyre et la harpe, to be conducted by the composer. At the last minute Saint-Sa\u00ebns judged the player engaged for the important and difficult organ part to be inadequate and, as a celebrated virtuoso organist, decided to play it himself. He asked the orchestra if any of them could take over as conductor; there was a chorus of \"Oui \u2013 Monteux!\". With great trepidation, Monteux conducted the orchestra and soloists including the composer, sight-reading the score, and was judged a success.Monteux's musical career was interrupted in 1896, when he was called up for military service. As a graduate of the Conservatoire, one of France's grandes \u00e9coles, he was required to serve only ten months rather than the three years generally required. He later described himself as \"the most pitifully inadequate soldier that the 132nd Infantry had ever seen\". He had inherited from his mother not only her musical talent but her short and portly build and was physically unsuited to soldiering.Returning to Paris after discharge, Monteux resumed his career as a violist. Hans Richter invited him to lead the violas in the Bayreuth Festival orchestra, but Monteux could not afford to leave his regular work in Paris. In December 1900 Monteux played the solo viola part in Berlioz's Harold in Italy, rarely heard in Paris at the time, with the Colonne Orchestra conducted by Felix Mottl. In 1902 he secured a junior conducting post at the Dieppe casino, a seasonal appointment for the summer months which brought him into contact with leading musicians from the Paris orchestras and well-known soloists on vacation. By 1907 he was the principal conductor at Dieppe, in charge of operas and orchestral concerts. As an orchestral conductor he modelled his technique on that of Arthur Nikisch, under whose baton he had played, and who was his ideal conductor.\n", "labels": "What is the last name of the person whose baton Monteux studied under?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-365249693ed64939a41f53978472cce5"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Monteux's first high-profile conducting experience came in 1895, when he was barely 20 years old. He was a member of the orchestra engaged for a performance of Saint-Sa\u00ebns's oratorio La lyre et la harpe, to be conducted by the composer. At the last minute Saint-Sa\u00ebns judged the player engaged for the important and difficult organ part to be inadequate and, as a celebrated virtuoso organist, decided to play it himself. He asked the orchestra if any of them could take over as conductor; there was a chorus of \"Oui \u2013 Monteux!\". With great trepidation, Monteux conducted the orchestra and soloists including the composer, sight-reading the score, and was judged a success.Monteux's musical career was interrupted in 1896, when he was called up for military service. As a graduate of the Conservatoire, one of France's grandes \u00e9coles, he was required to serve only ten months rather than the three years generally required. He later described himself as \"the most pitifully inadequate soldier that the 132nd Infantry had ever seen\". He had inherited from his mother not only her musical talent but her short and portly build and was physically unsuited to soldiering.Returning to Paris after discharge, Monteux resumed his career as a violist. Hans Richter invited him to lead the violas in the Bayreuth Festival orchestra, but Monteux could not afford to leave his regular work in Paris. In December 1900 Monteux played the solo viola part in Berlioz's Harold in Italy, rarely heard in Paris at the time, with the Colonne Orchestra conducted by Felix Mottl. In 1902 he secured a junior conducting post at the Dieppe casino, a seasonal appointment for the summer months which brought him into contact with leading musicians from the Paris orchestras and well-known soloists on vacation. By 1907 he was the principal conductor at Dieppe, in charge of operas and orchestral concerts. As an orchestral conductor he modelled his technique on that of Arthur Nikisch, under whose baton he had played, and who was his ideal conductor.\n", "labels": "Where was the man who's musical career was interrupted in 1896 principal conductor in 1907?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-365249693ed64939a41f53978472cce5"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Monteux's first high-profile conducting experience came in 1895, when he was barely 20 years old. He was a member of the orchestra engaged for a performance of Saint-Sa\u00ebns's oratorio La lyre et la harpe, to be conducted by the composer. At the last minute Saint-Sa\u00ebns judged the player engaged for the important and difficult organ part to be inadequate and, as a celebrated virtuoso organist, decided to play it himself. He asked the orchestra if any of them could take over as conductor; there was a chorus of \"Oui \u2013 Monteux!\". With great trepidation, Monteux conducted the orchestra and soloists including the composer, sight-reading the score, and was judged a success.Monteux's musical career was interrupted in 1896, when he was called up for military service. As a graduate of the Conservatoire, one of France's grandes \u00e9coles, he was required to serve only ten months rather than the three years generally required. He later described himself as \"the most pitifully inadequate soldier that the 132nd Infantry had ever seen\". He had inherited from his mother not only her musical talent but her short and portly build and was physically unsuited to soldiering.Returning to Paris after discharge, Monteux resumed his career as a violist. Hans Richter invited him to lead the violas in the Bayreuth Festival orchestra, but Monteux could not afford to leave his regular work in Paris. In December 1900 Monteux played the solo viola part in Berlioz's Harold in Italy, rarely heard in Paris at the time, with the Colonne Orchestra conducted by Felix Mottl. In 1902 he secured a junior conducting post at the Dieppe casino, a seasonal appointment for the summer months which brought him into contact with leading musicians from the Paris orchestras and well-known soloists on vacation. By 1907 he was the principal conductor at Dieppe, in charge of operas and orchestral concerts. As an orchestral conductor he modelled his technique on that of Arthur Nikisch, under whose baton he had played, and who was his ideal conductor.\n", "labels": "What is the last name of the person that the principal conductor at Dieppe modelled his technique after when he was an orchestral conductor?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-365249693ed64939a41f53978472cce5"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Eve Gill is an aspiring actress at the Royal Academy of Dramatic Art in London. She is interrupted in rehearsal by her friend (and crush), actor Jonathan Cooper, the secret lover of flamboyant stage actress/singer Charlotte Inwood. Via a flashback, he says Charlotte visited him after killing her husband; she was wearing a bloodstained dress. Jonathan claims he went back to her house for another dress, but was seen by Nellie Goode, Charlotte's cockney maid/dresser. He escaped the police and needs help.\nEve takes him to her father's house on the coast to hide. Commodore Gill notices that the blood on Charlotte's dress has been smeared on deliberately; he and Eve think that Jonathan was framed by Charlotte. Jonathan angrily destroys the dress and thus the most useful piece of evidence.\nEve starts to investigate. She hears Charlotte's dresser Nellie Goode boasting about her new found notoriety in a bar. While she is there, Eve meets Detective Inspector Wilfred O. Smith, and they become friendly. Eve then poses as a reporter; she bribes Nellie to tell Charlotte she is ill and to introduce her cousin \"Doris Tinsdale\" as a replacement. Using her acting skills, Eve becomes \"Doris\" and starts working for Charlotte. Eve discovers Charlotte is having an affair with her manager Freddie Williams.\nEve and \"Ordinary\" Smith become more friendly. When Smith visits Charlotte, Eve has to disguise the fact that she is also \"Doris\" the maid. Smith makes a courtship visit to Eve and her mother at home, where the commodore drops subtle hints that Jonathan has left the seaside house.\n", "labels": "What is the full name of the person who says that Charlotte visited them after killing her husband?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-dec89f7e64d742a683d1fc8dbe6b77e6"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Eve Gill is an aspiring actress at the Royal Academy of Dramatic Art in London. She is interrupted in rehearsal by her friend (and crush), actor Jonathan Cooper, the secret lover of flamboyant stage actress/singer Charlotte Inwood. Via a flashback, he says Charlotte visited him after killing her husband; she was wearing a bloodstained dress. Jonathan claims he went back to her house for another dress, but was seen by Nellie Goode, Charlotte's cockney maid/dresser. He escaped the police and needs help.\nEve takes him to her father's house on the coast to hide. Commodore Gill notices that the blood on Charlotte's dress has been smeared on deliberately; he and Eve think that Jonathan was framed by Charlotte. Jonathan angrily destroys the dress and thus the most useful piece of evidence.\nEve starts to investigate. She hears Charlotte's dresser Nellie Goode boasting about her new found notoriety in a bar. While she is there, Eve meets Detective Inspector Wilfred O. Smith, and they become friendly. Eve then poses as a reporter; she bribes Nellie to tell Charlotte she is ill and to introduce her cousin \"Doris Tinsdale\" as a replacement. Using her acting skills, Eve becomes \"Doris\" and starts working for Charlotte. Eve discovers Charlotte is having an affair with her manager Freddie Williams.\nEve and \"Ordinary\" Smith become more friendly. When Smith visits Charlotte, Eve has to disguise the fact that she is also \"Doris\" the maid. Smith makes a courtship visit to Eve and her mother at home, where the commodore drops subtle hints that Jonathan has left the seaside house.\n", "labels": "What is the first name of the person who hears Nellie Goode boasting in a bar?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-dec89f7e64d742a683d1fc8dbe6b77e6"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Eve Gill is an aspiring actress at the Royal Academy of Dramatic Art in London. She is interrupted in rehearsal by her friend (and crush), actor Jonathan Cooper, the secret lover of flamboyant stage actress/singer Charlotte Inwood. Via a flashback, he says Charlotte visited him after killing her husband; she was wearing a bloodstained dress. Jonathan claims he went back to her house for another dress, but was seen by Nellie Goode, Charlotte's cockney maid/dresser. He escaped the police and needs help.\nEve takes him to her father's house on the coast to hide. Commodore Gill notices that the blood on Charlotte's dress has been smeared on deliberately; he and Eve think that Jonathan was framed by Charlotte. Jonathan angrily destroys the dress and thus the most useful piece of evidence.\nEve starts to investigate. She hears Charlotte's dresser Nellie Goode boasting about her new found notoriety in a bar. While she is there, Eve meets Detective Inspector Wilfred O. Smith, and they become friendly. Eve then poses as a reporter; she bribes Nellie to tell Charlotte she is ill and to introduce her cousin \"Doris Tinsdale\" as a replacement. Using her acting skills, Eve becomes \"Doris\" and starts working for Charlotte. Eve discovers Charlotte is having an affair with her manager Freddie Williams.\nEve and \"Ordinary\" Smith become more friendly. When Smith visits Charlotte, Eve has to disguise the fact that she is also \"Doris\" the maid. Smith makes a courtship visit to Eve and her mother at home, where the commodore drops subtle hints that Jonathan has left the seaside house.\n", "labels": "What is the first name of the person who says that Charlotte was wearing a bloodstained dress?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-dec89f7e64d742a683d1fc8dbe6b77e6"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Eve Gill is an aspiring actress at the Royal Academy of Dramatic Art in London. She is interrupted in rehearsal by her friend (and crush), actor Jonathan Cooper, the secret lover of flamboyant stage actress/singer Charlotte Inwood. Via a flashback, he says Charlotte visited him after killing her husband; she was wearing a bloodstained dress. Jonathan claims he went back to her house for another dress, but was seen by Nellie Goode, Charlotte's cockney maid/dresser. He escaped the police and needs help.\nEve takes him to her father's house on the coast to hide. Commodore Gill notices that the blood on Charlotte's dress has been smeared on deliberately; he and Eve think that Jonathan was framed by Charlotte. Jonathan angrily destroys the dress and thus the most useful piece of evidence.\nEve starts to investigate. She hears Charlotte's dresser Nellie Goode boasting about her new found notoriety in a bar. While she is there, Eve meets Detective Inspector Wilfred O. Smith, and they become friendly. Eve then poses as a reporter; she bribes Nellie to tell Charlotte she is ill and to introduce her cousin \"Doris Tinsdale\" as a replacement. Using her acting skills, Eve becomes \"Doris\" and starts working for Charlotte. Eve discovers Charlotte is having an affair with her manager Freddie Williams.\nEve and \"Ordinary\" Smith become more friendly. When Smith visits Charlotte, Eve has to disguise the fact that she is also \"Doris\" the maid. Smith makes a courtship visit to Eve and her mother at home, where the commodore drops subtle hints that Jonathan has left the seaside house.\n", "labels": "What is the full name of the person who has their rehearsal interrupted?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-dec89f7e64d742a683d1fc8dbe6b77e6"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The film begins in a modern home with two children, Andrew and Katie, about to go to bed during a thunderstorm. They ask their father to read them a story to help them feel better about the storm. The father finds a dusty, old book and decides to read the story of Hansel and Gretel.\nHansel and Gretel (Jacob Smith and Taylor Momsen) are living with their father and stepmother in a very tiny shack. The children know their stepmother is evil, but the father does not. Since they are very poor, the father decides to sell Hansel and Gretel's biological mother's necklace, but the stepmother substitutes a pebble. The next day, the stepmother forces the children into taking a walk in the scary forest. Once they get far enough into the forest, the stepmother abandons them.\nAfterward, Hansel and Gretel go looking for food and are tricked into going to a lazy troll's (Bobcat Goldthwait) house. They get caught, but are then saved by the Sandman, whom they befriend. They also let Wood Fairy free, whom they also befriend. Throughout the story the Sandman and the fairy are always bickering which causes problems at times.\n", "labels": "What are the first names of the two people who ask their father to read them a story?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e4a0c90161a246afbdf74cf96c689dc8"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The film begins in a modern home with two children, Andrew and Katie, about to go to bed during a thunderstorm. They ask their father to read them a story to help them feel better about the storm. The father finds a dusty, old book and decides to read the story of Hansel and Gretel.\nHansel and Gretel (Jacob Smith and Taylor Momsen) are living with their father and stepmother in a very tiny shack. The children know their stepmother is evil, but the father does not. Since they are very poor, the father decides to sell Hansel and Gretel's biological mother's necklace, but the stepmother substitutes a pebble. The next day, the stepmother forces the children into taking a walk in the scary forest. Once they get far enough into the forest, the stepmother abandons them.\nAfterward, Hansel and Gretel go looking for food and are tricked into going to a lazy troll's (Bobcat Goldthwait) house. They get caught, but are then saved by the Sandman, whom they befriend. They also let Wood Fairy free, whom they also befriend. Throughout the story the Sandman and the fairy are always bickering which causes problems at times.\n", "labels": "What are the first names of the two people who are forced to walk in a scary forest?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e4a0c90161a246afbdf74cf96c689dc8"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Brink has recently taken Pud's (Bobs Watson) parents in an auto wreck.  Brink later comes for Gramps. Believing Brink to be an ordinary stranger, the crotchety old Gramps orders Mr. Brink off the property. Pud comes out of the house and asks who the stranger was. Gramps is surprised and relieved that someone else could see the stranger; he was not merely a dream or apparition.\nPud tells Gramps that when he does a good deed, he will be able to make a wish. Because his apples are constantly being stolen, Gramps wishes that anyone who climbs up his apple tree will have to stay there until he permits them to climb down. Pud inadvertently tests the wish when he has trouble coming down from the tree himself, becoming free only when Gramps says he can.\nPud's busybody Aunt Demetria has designs on Pud and the money left him by his parents. Gramps spends much time fending off her efforts to adopt the boy.\nBrink takes Granny Nellie in a peaceful death just after she finishes a bit of knitting. When Mr. Brink returns again for Gramps, the old man finally realizes who his visitor is. Determined not to leave Pud to Demetria, Gramps tricks Mr. Brink into climbing the apple tree. While stuck in the tree, he cannot take Gramps or anyone else. The only way anyone or anything can die is if Gramps touches Mr. Brink or the apple tree.\nDemetria plots to have Gramps committed to a psychiatric hospital when he claims that Death is trapped in his apple tree. Gramps proves his story first by proving that his doctor, Dr. Evans, can not even kill a fly they have captured. He offers further proof of his power by shooting Mr. Grimes, the orderly who has come to take him to the asylum; Grimes lives when he should have died.\n", "labels": "Who does the orderly that is shot work for?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0d9b1f89e76f44fd89383032e92e985a"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Brink has recently taken Pud's (Bobs Watson) parents in an auto wreck.  Brink later comes for Gramps. Believing Brink to be an ordinary stranger, the crotchety old Gramps orders Mr. Brink off the property. Pud comes out of the house and asks who the stranger was. Gramps is surprised and relieved that someone else could see the stranger; he was not merely a dream or apparition.\nPud tells Gramps that when he does a good deed, he will be able to make a wish. Because his apples are constantly being stolen, Gramps wishes that anyone who climbs up his apple tree will have to stay there until he permits them to climb down. Pud inadvertently tests the wish when he has trouble coming down from the tree himself, becoming free only when Gramps says he can.\nPud's busybody Aunt Demetria has designs on Pud and the money left him by his parents. Gramps spends much time fending off her efforts to adopt the boy.\nBrink takes Granny Nellie in a peaceful death just after she finishes a bit of knitting. When Mr. Brink returns again for Gramps, the old man finally realizes who his visitor is. Determined not to leave Pud to Demetria, Gramps tricks Mr. Brink into climbing the apple tree. While stuck in the tree, he cannot take Gramps or anyone else. The only way anyone or anything can die is if Gramps touches Mr. Brink or the apple tree.\nDemetria plots to have Gramps committed to a psychiatric hospital when he claims that Death is trapped in his apple tree. Gramps proves his story first by proving that his doctor, Dr. Evans, can not even kill a fly they have captured. He offers further proof of his power by shooting Mr. Grimes, the orderly who has come to take him to the asylum; Grimes lives when he should have died.\n", "labels": "Who is Gramps proving his point to when he shoots the orderly?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0d9b1f89e76f44fd89383032e92e985a"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Brink has recently taken Pud's (Bobs Watson) parents in an auto wreck.  Brink later comes for Gramps. Believing Brink to be an ordinary stranger, the crotchety old Gramps orders Mr. Brink off the property. Pud comes out of the house and asks who the stranger was. Gramps is surprised and relieved that someone else could see the stranger; he was not merely a dream or apparition.\nPud tells Gramps that when he does a good deed, he will be able to make a wish. Because his apples are constantly being stolen, Gramps wishes that anyone who climbs up his apple tree will have to stay there until he permits them to climb down. Pud inadvertently tests the wish when he has trouble coming down from the tree himself, becoming free only when Gramps says he can.\nPud's busybody Aunt Demetria has designs on Pud and the money left him by his parents. Gramps spends much time fending off her efforts to adopt the boy.\nBrink takes Granny Nellie in a peaceful death just after she finishes a bit of knitting. When Mr. Brink returns again for Gramps, the old man finally realizes who his visitor is. Determined not to leave Pud to Demetria, Gramps tricks Mr. Brink into climbing the apple tree. While stuck in the tree, he cannot take Gramps or anyone else. The only way anyone or anything can die is if Gramps touches Mr. Brink or the apple tree.\nDemetria plots to have Gramps committed to a psychiatric hospital when he claims that Death is trapped in his apple tree. Gramps proves his story first by proving that his doctor, Dr. Evans, can not even kill a fly they have captured. He offers further proof of his power by shooting Mr. Grimes, the orderly who has come to take him to the asylum; Grimes lives when he should have died.\n", "labels": "Who does the stranger take after he cannot get the crotchety old man?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0d9b1f89e76f44fd89383032e92e985a"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Anna, a soon-to-be secondary school graduate, plans to go traveling for a year before attending university, much to the displeasure of her father Tony. Her friends are dealing with their own issues: her best friend John is secretly in love with her, Chris is struggling with a class assignment, and Steph is trying to get her social justice reporting past the tyrannical vice principal Mr. Savage (\"Break Away\"). Nick, Anna's macho ex-boyfriend, is also making her life difficult (\"Hollywood Ending\"). The night of the school Christmas show, in which Chris's girlfriend Lisa is performing (\"It's That Time of Year\"), Anna and John are working in the local bowling alley and Chris and Steph have gone to film for Steph's story. During this time, a zombie infection starts spreading and Lisa, Tony, Savage, and Chris's grandmother are stranded in the school. Anna and John bond over her post-graduation plans on their ways home from work.\nThe next morning, Anna and John leave for the school, completely oblivious to the zombie chaos around them (\"Turning My Life Around\"). When they encounter a zombie dressed as a snowman, Anna decapitates him with a seesaw. Figuring it will be too dangerous to go home or to the school, they go to the bowling alley where they meet Steph and Chris, who had taken shelter there. Steph finds out that an army evacuation is coming to the school, so the group plans to go there once it is safe. Anna and Steph find the zombified cleaner and Steph kills her, alerting a group of zombified bowlers to break in. The group kills them all after a bloody fight and realise that getting to their loved ones will be difficult (\"Human Voice\").\n", "labels": "What are the names of Anna's three best friends?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-a53dd36ce0364ba599a74272097ccf92"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Anna, a soon-to-be secondary school graduate, plans to go traveling for a year before attending university, much to the displeasure of her father Tony. Her friends are dealing with their own issues: her best friend John is secretly in love with her, Chris is struggling with a class assignment, and Steph is trying to get her social justice reporting past the tyrannical vice principal Mr. Savage (\"Break Away\"). Nick, Anna's macho ex-boyfriend, is also making her life difficult (\"Hollywood Ending\"). The night of the school Christmas show, in which Chris's girlfriend Lisa is performing (\"It's That Time of Year\"), Anna and John are working in the local bowling alley and Chris and Steph have gone to film for Steph's story. During this time, a zombie infection starts spreading and Lisa, Tony, Savage, and Chris's grandmother are stranded in the school. Anna and John bond over her post-graduation plans on their ways home from work.\nThe next morning, Anna and John leave for the school, completely oblivious to the zombie chaos around them (\"Turning My Life Around\"). When they encounter a zombie dressed as a snowman, Anna decapitates him with a seesaw. Figuring it will be too dangerous to go home or to the school, they go to the bowling alley where they meet Steph and Chris, who had taken shelter there. Steph finds out that an army evacuation is coming to the school, so the group plans to go there once it is safe. Anna and Steph find the zombified cleaner and Steph kills her, alerting a group of zombified bowlers to break in. The group kills them all after a bloody fight and realise that getting to their loved ones will be difficult (\"Human Voice\").\n", "labels": "What are the names of the group of people that kills the zombified bowlers that break into the bowling ally?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-a53dd36ce0364ba599a74272097ccf92"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Mahler made arrangements with the impresario Emil Gutmann for the symphony to be premiered in Munich in the autumn of 1910. He soon regretted this involvement, writing of his fears that Gutmann would turn the performance into \"a catastrophic Barnum and Bailey show\". Preparations began early in the year, with the selection of choirs from the choral societies of Munich, Leipzig and Vienna. The Munich Zentral-Singschule provided 350 students for the children's choir. Meanwhile, Bruno Walter, Mahler's assistant at the Vienna Hofoper, was responsible for the recruitment and preparation of the eight soloists. Through the spring and summer these forces prepared in their home towns, before assembling in Munich early in September for three full days of final rehearsals under Mahler. His youthful assistant Otto Klemperer remarked later on the many small changes that Mahler made to the score during rehearsal: \"He always wanted more clarity, more sound, more dynamic contrast. At one point during rehearsals he turned to us and said, 'If, after my death, something doesn't sound right, then change it. You have not only a right but a duty to do so.'\"For the premiere, fixed for 12 September, Gutmann had hired the newly built Neue Musik-Festhalle, in the Munich International Exhibition grounds near Theresienh\u00f6he (now a branch of the Deutsches Museum). This vast hall had a capacity of 3,200; to assist ticket sales and raise publicity, Gutmann devised the nickname \"Symphony of a Thousand\", which has remained the symphony's popular subtitle despite Mahler's disapproval. Among the many distinguished figures present at the sold-out premiere were the composers Richard Strauss, Camille Saint-Sa\u00ebns and Anton Webern; the writers Thomas Mann and Arthur Schnitzler; and the leading theatre director of the day, Max Reinhardt. Also in the audience was the 28-year-old British conductor Leopold Stokowski, who six years later would lead the first United States performance of the symphony.Up to this time, receptions of Mahler's new symphonies had usually been disappointing. However, the Munich premiere of the Eighth Symphony was an unqualified triumph; as the final chords died away there was a short pause before a huge outbreak of applause which lasted for twenty minutes. Back at his hotel Mahler received a letter from Thomas Mann, which referred to the composer as \"the man who, as I believe, expresses the art of our time in its profoundest and most sacred form\".The symphony's duration at its first performance was recorded by the critic-composer Julius Korngold as 85 minutes. This performance was the last time that Mahler conducted a premiere of one of his own works. Eight months after his Munich triumph, he died at the age of 50. His remaining works\u2014Das Lied von der Erde (\"The Song of the Earth\"), his Symphony No. 9 and the unfinished Symphony No. 10\u2014were all premiered after his death.\n", "labels": "What is the first name of the person who devised the nickname \"Symphony of a Thousand?\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-35b7438f669f430fb3a978aae88925be"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Bob Dylan released his album Together Through Life on April 28, 2009. In a conversation with music journalist Bill Flanagan, published on Dylan's website, Dylan explained that the genesis of the record was when French film director Olivier Dahan asked him to supply a song for his new road movie, My Own Love Song; initially only intending to record a single track, \"Life Is Hard,\" \"the record sort of took its own direction\". Nine of the ten songs on the album are credited as co-written by Bob Dylan and Robert Hunter.The album received largely favorable reviews, although several critics described it as a minor addition to Dylan's canon of work. Andy Gill wrote in The Independent that the record \"features Dylan in fairly relaxed, spontaneous mood, content to grab such grooves and sentiments as flit momentarily across his radar. So while it may not contain too many landmark tracks, it's one of the most naturally enjoyable albums you'll hear all year.\"In its first week of release, the album reached number one in the Billboard 200 chart in the U.S., making Bob Dylan (67 years of age) the oldest artist to ever debut at number one on that chart. It also reached number one on the UK album chart, 39 years after Dylan's previous UK album chart topper New Morning. This meant that Dylan currently holds the record for the longest gap between solo number one albums in the UK chart.On October 13, 2009, Dylan released a Christmas album, Christmas in the Heart, comprising such Christmas standards as \"Little Drummer Boy\", \"Winter Wonderland\" and \"Here Comes Santa Claus\". Dylan's royalties from the sale of this album will benefit the charities Feeding America in the USA, Crisis in the UK, and the World Food Programme.The album received generally favorable reviews. The New Yorker commented that Dylan had welded a pre-rock musical sound to \"some of his croakiest vocals in a while\", and speculated that Dylan's intentions might be ironic: \"Dylan has a long and highly publicized history with Christianity; to claim there's not a wink in the childish optimism of 'Here Comes Santa Claus' or 'Winter Wonderland' is to ignore a half-century of biting satire.\" In USA Today, Edna Gundersen pointed out that Dylan was \"revisiting yuletide styles popularized by Nat King Cole, Mel Torm\u00e9, and the Ray Conniff Singers.\" Gundersen concluded that Dylan \"couldn't sound more sentimental or sincere\".In an interview published in The Big Issue, journalist Bill Flanagan asked Dylan why he had performed the songs in a straightforward style, and Dylan responded: \"There wasn't any other way to play it. These songs are part of my life, just like folk songs. You have to play them straight too.\".\n", "labels": "What is the name of the album whose sales generate royalties used to benefit the charities Feeding America in the USA, Crisis in the UK, and the World Food Programme?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-2131223ce846422986614f3d4cf1b5f4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Bob Dylan released his album Together Through Life on April 28, 2009. In a conversation with music journalist Bill Flanagan, published on Dylan's website, Dylan explained that the genesis of the record was when French film director Olivier Dahan asked him to supply a song for his new road movie, My Own Love Song; initially only intending to record a single track, \"Life Is Hard,\" \"the record sort of took its own direction\". Nine of the ten songs on the album are credited as co-written by Bob Dylan and Robert Hunter.The album received largely favorable reviews, although several critics described it as a minor addition to Dylan's canon of work. Andy Gill wrote in The Independent that the record \"features Dylan in fairly relaxed, spontaneous mood, content to grab such grooves and sentiments as flit momentarily across his radar. So while it may not contain too many landmark tracks, it's one of the most naturally enjoyable albums you'll hear all year.\"In its first week of release, the album reached number one in the Billboard 200 chart in the U.S., making Bob Dylan (67 years of age) the oldest artist to ever debut at number one on that chart. It also reached number one on the UK album chart, 39 years after Dylan's previous UK album chart topper New Morning. This meant that Dylan currently holds the record for the longest gap between solo number one albums in the UK chart.On October 13, 2009, Dylan released a Christmas album, Christmas in the Heart, comprising such Christmas standards as \"Little Drummer Boy\", \"Winter Wonderland\" and \"Here Comes Santa Claus\". Dylan's royalties from the sale of this album will benefit the charities Feeding America in the USA, Crisis in the UK, and the World Food Programme.The album received generally favorable reviews. The New Yorker commented that Dylan had welded a pre-rock musical sound to \"some of his croakiest vocals in a while\", and speculated that Dylan's intentions might be ironic: \"Dylan has a long and highly publicized history with Christianity; to claim there's not a wink in the childish optimism of 'Here Comes Santa Claus' or 'Winter Wonderland' is to ignore a half-century of biting satire.\" In USA Today, Edna Gundersen pointed out that Dylan was \"revisiting yuletide styles popularized by Nat King Cole, Mel Torm\u00e9, and the Ray Conniff Singers.\" Gundersen concluded that Dylan \"couldn't sound more sentimental or sincere\".In an interview published in The Big Issue, journalist Bill Flanagan asked Dylan why he had performed the songs in a straightforward style, and Dylan responded: \"There wasn't any other way to play it. These songs are part of my life, just like folk songs. You have to play them straight too.\".\n", "labels": "What is the name of the record that reportedly sort of took its own direction?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-2131223ce846422986614f3d4cf1b5f4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Bob Dylan released his album Together Through Life on April 28, 2009. In a conversation with music journalist Bill Flanagan, published on Dylan's website, Dylan explained that the genesis of the record was when French film director Olivier Dahan asked him to supply a song for his new road movie, My Own Love Song; initially only intending to record a single track, \"Life Is Hard,\" \"the record sort of took its own direction\". Nine of the ten songs on the album are credited as co-written by Bob Dylan and Robert Hunter.The album received largely favorable reviews, although several critics described it as a minor addition to Dylan's canon of work. Andy Gill wrote in The Independent that the record \"features Dylan in fairly relaxed, spontaneous mood, content to grab such grooves and sentiments as flit momentarily across his radar. So while it may not contain too many landmark tracks, it's one of the most naturally enjoyable albums you'll hear all year.\"In its first week of release, the album reached number one in the Billboard 200 chart in the U.S., making Bob Dylan (67 years of age) the oldest artist to ever debut at number one on that chart. It also reached number one on the UK album chart, 39 years after Dylan's previous UK album chart topper New Morning. This meant that Dylan currently holds the record for the longest gap between solo number one albums in the UK chart.On October 13, 2009, Dylan released a Christmas album, Christmas in the Heart, comprising such Christmas standards as \"Little Drummer Boy\", \"Winter Wonderland\" and \"Here Comes Santa Claus\". Dylan's royalties from the sale of this album will benefit the charities Feeding America in the USA, Crisis in the UK, and the World Food Programme.The album received generally favorable reviews. The New Yorker commented that Dylan had welded a pre-rock musical sound to \"some of his croakiest vocals in a while\", and speculated that Dylan's intentions might be ironic: \"Dylan has a long and highly publicized history with Christianity; to claim there's not a wink in the childish optimism of 'Here Comes Santa Claus' or 'Winter Wonderland' is to ignore a half-century of biting satire.\" In USA Today, Edna Gundersen pointed out that Dylan was \"revisiting yuletide styles popularized by Nat King Cole, Mel Torm\u00e9, and the Ray Conniff Singers.\" Gundersen concluded that Dylan \"couldn't sound more sentimental or sincere\".In an interview published in The Big Issue, journalist Bill Flanagan asked Dylan why he had performed the songs in a straightforward style, and Dylan responded: \"There wasn't any other way to play it. These songs are part of my life, just like folk songs. You have to play them straight too.\".\n", "labels": "What is the full name of the person Olivier Dahan asked to supply a song for his new road movie?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-2131223ce846422986614f3d4cf1b5f4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Bob Dylan released his album Together Through Life on April 28, 2009. In a conversation with music journalist Bill Flanagan, published on Dylan's website, Dylan explained that the genesis of the record was when French film director Olivier Dahan asked him to supply a song for his new road movie, My Own Love Song; initially only intending to record a single track, \"Life Is Hard,\" \"the record sort of took its own direction\". Nine of the ten songs on the album are credited as co-written by Bob Dylan and Robert Hunter.The album received largely favorable reviews, although several critics described it as a minor addition to Dylan's canon of work. Andy Gill wrote in The Independent that the record \"features Dylan in fairly relaxed, spontaneous mood, content to grab such grooves and sentiments as flit momentarily across his radar. So while it may not contain too many landmark tracks, it's one of the most naturally enjoyable albums you'll hear all year.\"In its first week of release, the album reached number one in the Billboard 200 chart in the U.S., making Bob Dylan (67 years of age) the oldest artist to ever debut at number one on that chart. It also reached number one on the UK album chart, 39 years after Dylan's previous UK album chart topper New Morning. This meant that Dylan currently holds the record for the longest gap between solo number one albums in the UK chart.On October 13, 2009, Dylan released a Christmas album, Christmas in the Heart, comprising such Christmas standards as \"Little Drummer Boy\", \"Winter Wonderland\" and \"Here Comes Santa Claus\". Dylan's royalties from the sale of this album will benefit the charities Feeding America in the USA, Crisis in the UK, and the World Food Programme.The album received generally favorable reviews. The New Yorker commented that Dylan had welded a pre-rock musical sound to \"some of his croakiest vocals in a while\", and speculated that Dylan's intentions might be ironic: \"Dylan has a long and highly publicized history with Christianity; to claim there's not a wink in the childish optimism of 'Here Comes Santa Claus' or 'Winter Wonderland' is to ignore a half-century of biting satire.\" In USA Today, Edna Gundersen pointed out that Dylan was \"revisiting yuletide styles popularized by Nat King Cole, Mel Torm\u00e9, and the Ray Conniff Singers.\" Gundersen concluded that Dylan \"couldn't sound more sentimental or sincere\".In an interview published in The Big Issue, journalist Bill Flanagan asked Dylan why he had performed the songs in a straightforward style, and Dylan responded: \"There wasn't any other way to play it. These songs are part of my life, just like folk songs. You have to play them straight too.\".\n", "labels": "What is the name of the album that received generally favorable reviews?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-2131223ce846422986614f3d4cf1b5f4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Antoine's marriage to Marie of Lorraine was unhappy and yielded only two daughters. Monaco's constitution confined the throne to members of the Grimaldi family alone, and Antoine was thus keen for his daughter Princess Louise-Hippolyte (Illustration 11) to wed a Grimaldi cousin. However, the state of the Grimaldi fortunes, and the lack of (the politically necessary) approval from King Louis XIV, dictated otherwise. Louise-Hippolyte was married to Jacques de Goyon Matignon, a wealthy aristocrat from Normandy. Louise-Hippolyte succeeded her father as sovereign of Monaco in 1731 but died just months later. The King of France, confirming Monaco's subservient state to France, ignored the protests of other branches of the Grimaldi family, overthrew the Mon\u00e9gasque constitution, and approved the succession of Jacques de Goyon Matignon as Prince Jacques I.Jacques I assumed the name and arms of the Grimaldi, but the French aristocracy showed scant respect towards the new prince who had risen from their ranks and chose to spend his time absent from Monaco. He died in 1751 and was succeeded by his and Louise-Hippolyte's son Prince Honor\u00e9 III.Honor\u00e9 III married Catherine Brignole in 1757 and later divorced her. Before his marriage, Honor\u00e9 III had been conducting an affair with his future mother-in-law.  After her divorce Marie Brignole married Louis Joseph de Bourbon, prince de Cond\u00e9, a member of the fallen French royal house, in 1798.\nIronically, the Grimaldi fortunes were restored when descendants of both Hortense Mancini and Louis I married: Louise d'Aumont Mazarin married Honor\u00e9 III's son and heir, the future Honor\u00e9 IV. This marriage in 1776 was extremely advantageous to the Grimaldi, as Louise's ancestress Hortense Mancini had been the heiress of Cardinal Mazarin. Thus Monaco's ruling family acquired all the estates bequeathed by Cardinal Mazarin, including the Duchy of Rethel, and the Principality of Ch\u00e2teau-Porcien.\nHonor\u00e9 III was a soldier who fought at both Fontenoy and Rocourt. He was happy to leave Monaco to be governed by others, most notably a former tutor. It was on one of Honor\u00e9 III's rare visits to the palace in 1767 that illness forced Edward, Duke of York, to land at Monaco. The sick duke was allocated the state bedchamber where he promptly died. Since that date the room has been known as the York Room.\nDespite its lack of continuous occupancy, by the final quarter of the 18th century the palace was once again a \"splendid place\" (Illustration 12). However revolution was afoot, and in the late 1780s Honor\u00e9 III had to make concessions to his people who had caught the revolutionary ideas from their French neighbours. This was only the beginning of the Grimaldi's problems. In 1793 the leaders of the French Revolution annexed Monaco. The prince was imprisoned in France and his property and estates, including the palace, were forfeited to France.\n", "labels": "What is the name of the person that had a daughter Princess Louise-Hipolyte?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0b0c5148ead74879b8f69bd870bd18a7"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Antoine's marriage to Marie of Lorraine was unhappy and yielded only two daughters. Monaco's constitution confined the throne to members of the Grimaldi family alone, and Antoine was thus keen for his daughter Princess Louise-Hippolyte (Illustration 11) to wed a Grimaldi cousin. However, the state of the Grimaldi fortunes, and the lack of (the politically necessary) approval from King Louis XIV, dictated otherwise. Louise-Hippolyte was married to Jacques de Goyon Matignon, a wealthy aristocrat from Normandy. Louise-Hippolyte succeeded her father as sovereign of Monaco in 1731 but died just months later. The King of France, confirming Monaco's subservient state to France, ignored the protests of other branches of the Grimaldi family, overthrew the Mon\u00e9gasque constitution, and approved the succession of Jacques de Goyon Matignon as Prince Jacques I.Jacques I assumed the name and arms of the Grimaldi, but the French aristocracy showed scant respect towards the new prince who had risen from their ranks and chose to spend his time absent from Monaco. He died in 1751 and was succeeded by his and Louise-Hippolyte's son Prince Honor\u00e9 III.Honor\u00e9 III married Catherine Brignole in 1757 and later divorced her. Before his marriage, Honor\u00e9 III had been conducting an affair with his future mother-in-law.  After her divorce Marie Brignole married Louis Joseph de Bourbon, prince de Cond\u00e9, a member of the fallen French royal house, in 1798.\nIronically, the Grimaldi fortunes were restored when descendants of both Hortense Mancini and Louis I married: Louise d'Aumont Mazarin married Honor\u00e9 III's son and heir, the future Honor\u00e9 IV. This marriage in 1776 was extremely advantageous to the Grimaldi, as Louise's ancestress Hortense Mancini had been the heiress of Cardinal Mazarin. Thus Monaco's ruling family acquired all the estates bequeathed by Cardinal Mazarin, including the Duchy of Rethel, and the Principality of Ch\u00e2teau-Porcien.\nHonor\u00e9 III was a soldier who fought at both Fontenoy and Rocourt. He was happy to leave Monaco to be governed by others, most notably a former tutor. It was on one of Honor\u00e9 III's rare visits to the palace in 1767 that illness forced Edward, Duke of York, to land at Monaco. The sick duke was allocated the state bedchamber where he promptly died. Since that date the room has been known as the York Room.\nDespite its lack of continuous occupancy, by the final quarter of the 18th century the palace was once again a \"splendid place\" (Illustration 12). However revolution was afoot, and in the late 1780s Honor\u00e9 III had to make concessions to his people who had caught the revolutionary ideas from their French neighbours. This was only the beginning of the Grimaldi's problems. In 1793 the leaders of the French Revolution annexed Monaco. The prince was imprisoned in France and his property and estates, including the palace, were forfeited to France.\n", "labels": "What is the full name of the person that disapproved Princess Louise-Hippolyte marrying a Grismaldi cousin?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0b0c5148ead74879b8f69bd870bd18a7"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Antoine's marriage to Marie of Lorraine was unhappy and yielded only two daughters. Monaco's constitution confined the throne to members of the Grimaldi family alone, and Antoine was thus keen for his daughter Princess Louise-Hippolyte (Illustration 11) to wed a Grimaldi cousin. However, the state of the Grimaldi fortunes, and the lack of (the politically necessary) approval from King Louis XIV, dictated otherwise. Louise-Hippolyte was married to Jacques de Goyon Matignon, a wealthy aristocrat from Normandy. Louise-Hippolyte succeeded her father as sovereign of Monaco in 1731 but died just months later. The King of France, confirming Monaco's subservient state to France, ignored the protests of other branches of the Grimaldi family, overthrew the Mon\u00e9gasque constitution, and approved the succession of Jacques de Goyon Matignon as Prince Jacques I.Jacques I assumed the name and arms of the Grimaldi, but the French aristocracy showed scant respect towards the new prince who had risen from their ranks and chose to spend his time absent from Monaco. He died in 1751 and was succeeded by his and Louise-Hippolyte's son Prince Honor\u00e9 III.Honor\u00e9 III married Catherine Brignole in 1757 and later divorced her. Before his marriage, Honor\u00e9 III had been conducting an affair with his future mother-in-law.  After her divorce Marie Brignole married Louis Joseph de Bourbon, prince de Cond\u00e9, a member of the fallen French royal house, in 1798.\nIronically, the Grimaldi fortunes were restored when descendants of both Hortense Mancini and Louis I married: Louise d'Aumont Mazarin married Honor\u00e9 III's son and heir, the future Honor\u00e9 IV. This marriage in 1776 was extremely advantageous to the Grimaldi, as Louise's ancestress Hortense Mancini had been the heiress of Cardinal Mazarin. Thus Monaco's ruling family acquired all the estates bequeathed by Cardinal Mazarin, including the Duchy of Rethel, and the Principality of Ch\u00e2teau-Porcien.\nHonor\u00e9 III was a soldier who fought at both Fontenoy and Rocourt. He was happy to leave Monaco to be governed by others, most notably a former tutor. It was on one of Honor\u00e9 III's rare visits to the palace in 1767 that illness forced Edward, Duke of York, to land at Monaco. The sick duke was allocated the state bedchamber where he promptly died. Since that date the room has been known as the York Room.\nDespite its lack of continuous occupancy, by the final quarter of the 18th century the palace was once again a \"splendid place\" (Illustration 12). However revolution was afoot, and in the late 1780s Honor\u00e9 III had to make concessions to his people who had caught the revolutionary ideas from their French neighbours. This was only the beginning of the Grimaldi's problems. In 1793 the leaders of the French Revolution annexed Monaco. The prince was imprisoned in France and his property and estates, including the palace, were forfeited to France.\n", "labels": "What was the full name of the King of France?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0b0c5148ead74879b8f69bd870bd18a7"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Antoine's marriage to Marie of Lorraine was unhappy and yielded only two daughters. Monaco's constitution confined the throne to members of the Grimaldi family alone, and Antoine was thus keen for his daughter Princess Louise-Hippolyte (Illustration 11) to wed a Grimaldi cousin. However, the state of the Grimaldi fortunes, and the lack of (the politically necessary) approval from King Louis XIV, dictated otherwise. Louise-Hippolyte was married to Jacques de Goyon Matignon, a wealthy aristocrat from Normandy. Louise-Hippolyte succeeded her father as sovereign of Monaco in 1731 but died just months later. The King of France, confirming Monaco's subservient state to France, ignored the protests of other branches of the Grimaldi family, overthrew the Mon\u00e9gasque constitution, and approved the succession of Jacques de Goyon Matignon as Prince Jacques I.Jacques I assumed the name and arms of the Grimaldi, but the French aristocracy showed scant respect towards the new prince who had risen from their ranks and chose to spend his time absent from Monaco. He died in 1751 and was succeeded by his and Louise-Hippolyte's son Prince Honor\u00e9 III.Honor\u00e9 III married Catherine Brignole in 1757 and later divorced her. Before his marriage, Honor\u00e9 III had been conducting an affair with his future mother-in-law.  After her divorce Marie Brignole married Louis Joseph de Bourbon, prince de Cond\u00e9, a member of the fallen French royal house, in 1798.\nIronically, the Grimaldi fortunes were restored when descendants of both Hortense Mancini and Louis I married: Louise d'Aumont Mazarin married Honor\u00e9 III's son and heir, the future Honor\u00e9 IV. This marriage in 1776 was extremely advantageous to the Grimaldi, as Louise's ancestress Hortense Mancini had been the heiress of Cardinal Mazarin. Thus Monaco's ruling family acquired all the estates bequeathed by Cardinal Mazarin, including the Duchy of Rethel, and the Principality of Ch\u00e2teau-Porcien.\nHonor\u00e9 III was a soldier who fought at both Fontenoy and Rocourt. He was happy to leave Monaco to be governed by others, most notably a former tutor. It was on one of Honor\u00e9 III's rare visits to the palace in 1767 that illness forced Edward, Duke of York, to land at Monaco. The sick duke was allocated the state bedchamber where he promptly died. Since that date the room has been known as the York Room.\nDespite its lack of continuous occupancy, by the final quarter of the 18th century the palace was once again a \"splendid place\" (Illustration 12). However revolution was afoot, and in the late 1780s Honor\u00e9 III had to make concessions to his people who had caught the revolutionary ideas from their French neighbours. This was only the beginning of the Grimaldi's problems. In 1793 the leaders of the French Revolution annexed Monaco. The prince was imprisoned in France and his property and estates, including the palace, were forfeited to France.\n", "labels": "What is the full name of the person that Honor\u00e9 IV married?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0b0c5148ead74879b8f69bd870bd18a7"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: As the national media descended on Beach Haven, Spring Lake, and Matawan, the Jersey Shore attacks started a shark panic. According to Capuzzo, this panic was \"unrivaled in American history,\" \"sweeping along the coasts of New York and New Jersey and spreading by telephone and wireless, letter and postcard.\" At first, after the Beach Haven incident, scientists and the press reluctantly blamed the death of Charles Vansant on a shark. The New York Times reported that Vansant \"was badly bitten in the surf ... by a fish, presumably a shark.\" Still, State Fish Commissioner of Pennsylvania and former director of the Philadelphia Aquarium James M. Meehan asserted in the Philadelphia Public Ledger that the shark was preying on the dog, but bit Vansant by mistake. He specifically de-emphasized the threat sharks posed to humans:\nDespite the death of Charles Vansant and the report that two sharks having been caught in that vicinity recently, I do not believe there is any reason why people should hesitate to go in swimming at the beaches for fear of man-eaters. The information in regard to the sharks is indefinite and I hardly believe that Vansant was bitten by a man-eater. Vansant was in the surf playing with a dog and it may be that a small shark had drifted in at high water, and was marooned by the tide. Being unable to move quickly and without food, he had come in to bite the dog and snapped at the man in passing.\nThe media's response to the second attack was more sensational. Major American newspapers such as the Boston Herald, Chicago Sun-Times, The Philadelphia Inquirer, The Washington Post and San Francisco Chronicle placed the story on the front page. The New York Times' headline read, \"Shark Kills Bather Off Jersey Beach\". The growing panic had cost New Jersey resort owners an estimated $250,000 ($5,800,000 in 2018) in lost tourism, and sun bathing had declined by 75 percent in some areas. A press conference was convened on July 8, 1916, at the American Museum of Natural History with scientists Frederic Augustus Lucas, John Treadwell Nichols, and Robert Cushman Murphy as panelists. To calm the growing panic, the three men stressed that a third run in with a shark was unlikely, although they were admittedly surprised that sharks bit anyone at all. Nevertheless, Nichols\u2014the only ichthyologist in the trio\u2014warned swimmers to stay close to shore and to take advantage of the netted bathing areas installed at public beaches after the first attack.\n", "labels": "What is the first name of the person who \"was badly bitten in the surf ... by a fish, presumably a shark?\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6bca48ff3317453fa8a0aeb8dbebd071"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: As the national media descended on Beach Haven, Spring Lake, and Matawan, the Jersey Shore attacks started a shark panic. According to Capuzzo, this panic was \"unrivaled in American history,\" \"sweeping along the coasts of New York and New Jersey and spreading by telephone and wireless, letter and postcard.\" At first, after the Beach Haven incident, scientists and the press reluctantly blamed the death of Charles Vansant on a shark. The New York Times reported that Vansant \"was badly bitten in the surf ... by a fish, presumably a shark.\" Still, State Fish Commissioner of Pennsylvania and former director of the Philadelphia Aquarium James M. Meehan asserted in the Philadelphia Public Ledger that the shark was preying on the dog, but bit Vansant by mistake. He specifically de-emphasized the threat sharks posed to humans:\nDespite the death of Charles Vansant and the report that two sharks having been caught in that vicinity recently, I do not believe there is any reason why people should hesitate to go in swimming at the beaches for fear of man-eaters. The information in regard to the sharks is indefinite and I hardly believe that Vansant was bitten by a man-eater. Vansant was in the surf playing with a dog and it may be that a small shark had drifted in at high water, and was marooned by the tide. Being unable to move quickly and without food, he had come in to bite the dog and snapped at the man in passing.\nThe media's response to the second attack was more sensational. Major American newspapers such as the Boston Herald, Chicago Sun-Times, The Philadelphia Inquirer, The Washington Post and San Francisco Chronicle placed the story on the front page. The New York Times' headline read, \"Shark Kills Bather Off Jersey Beach\". The growing panic had cost New Jersey resort owners an estimated $250,000 ($5,800,000 in 2018) in lost tourism, and sun bathing had declined by 75 percent in some areas. A press conference was convened on July 8, 1916, at the American Museum of Natural History with scientists Frederic Augustus Lucas, John Treadwell Nichols, and Robert Cushman Murphy as panelists. To calm the growing panic, the three men stressed that a third run in with a shark was unlikely, although they were admittedly surprised that sharks bit anyone at all. Nevertheless, Nichols\u2014the only ichthyologist in the trio\u2014warned swimmers to stay close to shore and to take advantage of the netted bathing areas installed at public beaches after the first attack.\n", "labels": "What was the first name of the person Meehan said was bitten by mistake?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6bca48ff3317453fa8a0aeb8dbebd071"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: As the national media descended on Beach Haven, Spring Lake, and Matawan, the Jersey Shore attacks started a shark panic. According to Capuzzo, this panic was \"unrivaled in American history,\" \"sweeping along the coasts of New York and New Jersey and spreading by telephone and wireless, letter and postcard.\" At first, after the Beach Haven incident, scientists and the press reluctantly blamed the death of Charles Vansant on a shark. The New York Times reported that Vansant \"was badly bitten in the surf ... by a fish, presumably a shark.\" Still, State Fish Commissioner of Pennsylvania and former director of the Philadelphia Aquarium James M. Meehan asserted in the Philadelphia Public Ledger that the shark was preying on the dog, but bit Vansant by mistake. He specifically de-emphasized the threat sharks posed to humans:\nDespite the death of Charles Vansant and the report that two sharks having been caught in that vicinity recently, I do not believe there is any reason why people should hesitate to go in swimming at the beaches for fear of man-eaters. The information in regard to the sharks is indefinite and I hardly believe that Vansant was bitten by a man-eater. Vansant was in the surf playing with a dog and it may be that a small shark had drifted in at high water, and was marooned by the tide. Being unable to move quickly and without food, he had come in to bite the dog and snapped at the man in passing.\nThe media's response to the second attack was more sensational. Major American newspapers such as the Boston Herald, Chicago Sun-Times, The Philadelphia Inquirer, The Washington Post and San Francisco Chronicle placed the story on the front page. The New York Times' headline read, \"Shark Kills Bather Off Jersey Beach\". The growing panic had cost New Jersey resort owners an estimated $250,000 ($5,800,000 in 2018) in lost tourism, and sun bathing had declined by 75 percent in some areas. A press conference was convened on July 8, 1916, at the American Museum of Natural History with scientists Frederic Augustus Lucas, John Treadwell Nichols, and Robert Cushman Murphy as panelists. To calm the growing panic, the three men stressed that a third run in with a shark was unlikely, although they were admittedly surprised that sharks bit anyone at all. Nevertheless, Nichols\u2014the only ichthyologist in the trio\u2014warned swimmers to stay close to shore and to take advantage of the netted bathing areas installed at public beaches after the first attack.\n", "labels": "What three men stressed that a third run in with a shark was unlikely?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6bca48ff3317453fa8a0aeb8dbebd071"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: As the national media descended on Beach Haven, Spring Lake, and Matawan, the Jersey Shore attacks started a shark panic. According to Capuzzo, this panic was \"unrivaled in American history,\" \"sweeping along the coasts of New York and New Jersey and spreading by telephone and wireless, letter and postcard.\" At first, after the Beach Haven incident, scientists and the press reluctantly blamed the death of Charles Vansant on a shark. The New York Times reported that Vansant \"was badly bitten in the surf ... by a fish, presumably a shark.\" Still, State Fish Commissioner of Pennsylvania and former director of the Philadelphia Aquarium James M. Meehan asserted in the Philadelphia Public Ledger that the shark was preying on the dog, but bit Vansant by mistake. He specifically de-emphasized the threat sharks posed to humans:\nDespite the death of Charles Vansant and the report that two sharks having been caught in that vicinity recently, I do not believe there is any reason why people should hesitate to go in swimming at the beaches for fear of man-eaters. The information in regard to the sharks is indefinite and I hardly believe that Vansant was bitten by a man-eater. Vansant was in the surf playing with a dog and it may be that a small shark had drifted in at high water, and was marooned by the tide. Being unable to move quickly and without food, he had come in to bite the dog and snapped at the man in passing.\nThe media's response to the second attack was more sensational. Major American newspapers such as the Boston Herald, Chicago Sun-Times, The Philadelphia Inquirer, The Washington Post and San Francisco Chronicle placed the story on the front page. The New York Times' headline read, \"Shark Kills Bather Off Jersey Beach\". The growing panic had cost New Jersey resort owners an estimated $250,000 ($5,800,000 in 2018) in lost tourism, and sun bathing had declined by 75 percent in some areas. A press conference was convened on July 8, 1916, at the American Museum of Natural History with scientists Frederic Augustus Lucas, John Treadwell Nichols, and Robert Cushman Murphy as panelists. To calm the growing panic, the three men stressed that a third run in with a shark was unlikely, although they were admittedly surprised that sharks bit anyone at all. Nevertheless, Nichols\u2014the only ichthyologist in the trio\u2014warned swimmers to stay close to shore and to take advantage of the netted bathing areas installed at public beaches after the first attack.\n", "labels": "What is the first name of the only ichthyologist in the trio?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6bca48ff3317453fa8a0aeb8dbebd071"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: As the national media descended on Beach Haven, Spring Lake, and Matawan, the Jersey Shore attacks started a shark panic. According to Capuzzo, this panic was \"unrivaled in American history,\" \"sweeping along the coasts of New York and New Jersey and spreading by telephone and wireless, letter and postcard.\" At first, after the Beach Haven incident, scientists and the press reluctantly blamed the death of Charles Vansant on a shark. The New York Times reported that Vansant \"was badly bitten in the surf ... by a fish, presumably a shark.\" Still, State Fish Commissioner of Pennsylvania and former director of the Philadelphia Aquarium James M. Meehan asserted in the Philadelphia Public Ledger that the shark was preying on the dog, but bit Vansant by mistake. He specifically de-emphasized the threat sharks posed to humans:\nDespite the death of Charles Vansant and the report that two sharks having been caught in that vicinity recently, I do not believe there is any reason why people should hesitate to go in swimming at the beaches for fear of man-eaters. The information in regard to the sharks is indefinite and I hardly believe that Vansant was bitten by a man-eater. Vansant was in the surf playing with a dog and it may be that a small shark had drifted in at high water, and was marooned by the tide. Being unable to move quickly and without food, he had come in to bite the dog and snapped at the man in passing.\nThe media's response to the second attack was more sensational. Major American newspapers such as the Boston Herald, Chicago Sun-Times, The Philadelphia Inquirer, The Washington Post and San Francisco Chronicle placed the story on the front page. The New York Times' headline read, \"Shark Kills Bather Off Jersey Beach\". The growing panic had cost New Jersey resort owners an estimated $250,000 ($5,800,000 in 2018) in lost tourism, and sun bathing had declined by 75 percent in some areas. A press conference was convened on July 8, 1916, at the American Museum of Natural History with scientists Frederic Augustus Lucas, John Treadwell Nichols, and Robert Cushman Murphy as panelists. To calm the growing panic, the three men stressed that a third run in with a shark was unlikely, although they were admittedly surprised that sharks bit anyone at all. Nevertheless, Nichols\u2014the only ichthyologist in the trio\u2014warned swimmers to stay close to shore and to take advantage of the netted bathing areas installed at public beaches after the first attack.\n", "labels": "What is the first name of the person who warned swimmers to stay close to shore and to take advantage of the netted bathing areas installed at public beaches after the first attack?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6bca48ff3317453fa8a0aeb8dbebd071"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: As the national media descended on Beach Haven, Spring Lake, and Matawan, the Jersey Shore attacks started a shark panic. According to Capuzzo, this panic was \"unrivaled in American history,\" \"sweeping along the coasts of New York and New Jersey and spreading by telephone and wireless, letter and postcard.\" At first, after the Beach Haven incident, scientists and the press reluctantly blamed the death of Charles Vansant on a shark. The New York Times reported that Vansant \"was badly bitten in the surf ... by a fish, presumably a shark.\" Still, State Fish Commissioner of Pennsylvania and former director of the Philadelphia Aquarium James M. Meehan asserted in the Philadelphia Public Ledger that the shark was preying on the dog, but bit Vansant by mistake. He specifically de-emphasized the threat sharks posed to humans:\nDespite the death of Charles Vansant and the report that two sharks having been caught in that vicinity recently, I do not believe there is any reason why people should hesitate to go in swimming at the beaches for fear of man-eaters. The information in regard to the sharks is indefinite and I hardly believe that Vansant was bitten by a man-eater. Vansant was in the surf playing with a dog and it may be that a small shark had drifted in at high water, and was marooned by the tide. Being unable to move quickly and without food, he had come in to bite the dog and snapped at the man in passing.\nThe media's response to the second attack was more sensational. Major American newspapers such as the Boston Herald, Chicago Sun-Times, The Philadelphia Inquirer, The Washington Post and San Francisco Chronicle placed the story on the front page. The New York Times' headline read, \"Shark Kills Bather Off Jersey Beach\". The growing panic had cost New Jersey resort owners an estimated $250,000 ($5,800,000 in 2018) in lost tourism, and sun bathing had declined by 75 percent in some areas. A press conference was convened on July 8, 1916, at the American Museum of Natural History with scientists Frederic Augustus Lucas, John Treadwell Nichols, and Robert Cushman Murphy as panelists. To calm the growing panic, the three men stressed that a third run in with a shark was unlikely, although they were admittedly surprised that sharks bit anyone at all. Nevertheless, Nichols\u2014the only ichthyologist in the trio\u2014warned swimmers to stay close to shore and to take advantage of the netted bathing areas installed at public beaches after the first attack.\n", "labels": "What is the full name of the person who warned swimmers to stay close to shore and to take advantage of the netted bathing areas installed at public beaches after the first attack?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6bca48ff3317453fa8a0aeb8dbebd071"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: As the national media descended on Beach Haven, Spring Lake, and Matawan, the Jersey Shore attacks started a shark panic. According to Capuzzo, this panic was \"unrivaled in American history,\" \"sweeping along the coasts of New York and New Jersey and spreading by telephone and wireless, letter and postcard.\" At first, after the Beach Haven incident, scientists and the press reluctantly blamed the death of Charles Vansant on a shark. The New York Times reported that Vansant \"was badly bitten in the surf ... by a fish, presumably a shark.\" Still, State Fish Commissioner of Pennsylvania and former director of the Philadelphia Aquarium James M. Meehan asserted in the Philadelphia Public Ledger that the shark was preying on the dog, but bit Vansant by mistake. He specifically de-emphasized the threat sharks posed to humans:\nDespite the death of Charles Vansant and the report that two sharks having been caught in that vicinity recently, I do not believe there is any reason why people should hesitate to go in swimming at the beaches for fear of man-eaters. The information in regard to the sharks is indefinite and I hardly believe that Vansant was bitten by a man-eater. Vansant was in the surf playing with a dog and it may be that a small shark had drifted in at high water, and was marooned by the tide. Being unable to move quickly and without food, he had come in to bite the dog and snapped at the man in passing.\nThe media's response to the second attack was more sensational. Major American newspapers such as the Boston Herald, Chicago Sun-Times, The Philadelphia Inquirer, The Washington Post and San Francisco Chronicle placed the story on the front page. The New York Times' headline read, \"Shark Kills Bather Off Jersey Beach\". The growing panic had cost New Jersey resort owners an estimated $250,000 ($5,800,000 in 2018) in lost tourism, and sun bathing had declined by 75 percent in some areas. A press conference was convened on July 8, 1916, at the American Museum of Natural History with scientists Frederic Augustus Lucas, John Treadwell Nichols, and Robert Cushman Murphy as panelists. To calm the growing panic, the three men stressed that a third run in with a shark was unlikely, although they were admittedly surprised that sharks bit anyone at all. Nevertheless, Nichols\u2014the only ichthyologist in the trio\u2014warned swimmers to stay close to shore and to take advantage of the netted bathing areas installed at public beaches after the first attack.\n", "labels": "What are the full names of the three men who stressed, in order to calm the growing panic, that a third run in with a shark was unlikely?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6bca48ff3317453fa8a0aeb8dbebd071"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: As the national media descended on Beach Haven, Spring Lake, and Matawan, the Jersey Shore attacks started a shark panic. According to Capuzzo, this panic was \"unrivaled in American history,\" \"sweeping along the coasts of New York and New Jersey and spreading by telephone and wireless, letter and postcard.\" At first, after the Beach Haven incident, scientists and the press reluctantly blamed the death of Charles Vansant on a shark. The New York Times reported that Vansant \"was badly bitten in the surf ... by a fish, presumably a shark.\" Still, State Fish Commissioner of Pennsylvania and former director of the Philadelphia Aquarium James M. Meehan asserted in the Philadelphia Public Ledger that the shark was preying on the dog, but bit Vansant by mistake. He specifically de-emphasized the threat sharks posed to humans:\nDespite the death of Charles Vansant and the report that two sharks having been caught in that vicinity recently, I do not believe there is any reason why people should hesitate to go in swimming at the beaches for fear of man-eaters. The information in regard to the sharks is indefinite and I hardly believe that Vansant was bitten by a man-eater. Vansant was in the surf playing with a dog and it may be that a small shark had drifted in at high water, and was marooned by the tide. Being unable to move quickly and without food, he had come in to bite the dog and snapped at the man in passing.\nThe media's response to the second attack was more sensational. Major American newspapers such as the Boston Herald, Chicago Sun-Times, The Philadelphia Inquirer, The Washington Post and San Francisco Chronicle placed the story on the front page. The New York Times' headline read, \"Shark Kills Bather Off Jersey Beach\". The growing panic had cost New Jersey resort owners an estimated $250,000 ($5,800,000 in 2018) in lost tourism, and sun bathing had declined by 75 percent in some areas. A press conference was convened on July 8, 1916, at the American Museum of Natural History with scientists Frederic Augustus Lucas, John Treadwell Nichols, and Robert Cushman Murphy as panelists. To calm the growing panic, the three men stressed that a third run in with a shark was unlikely, although they were admittedly surprised that sharks bit anyone at all. Nevertheless, Nichols\u2014the only ichthyologist in the trio\u2014warned swimmers to stay close to shore and to take advantage of the netted bathing areas installed at public beaches after the first attack.\n", "labels": "What is the full name of the person who does not believe there is any reason why people should hesitate to go in swimming at the beaches for fear of man-eaters?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6bca48ff3317453fa8a0aeb8dbebd071"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: As the national media descended on Beach Haven, Spring Lake, and Matawan, the Jersey Shore attacks started a shark panic. According to Capuzzo, this panic was \"unrivaled in American history,\" \"sweeping along the coasts of New York and New Jersey and spreading by telephone and wireless, letter and postcard.\" At first, after the Beach Haven incident, scientists and the press reluctantly blamed the death of Charles Vansant on a shark. The New York Times reported that Vansant \"was badly bitten in the surf ... by a fish, presumably a shark.\" Still, State Fish Commissioner of Pennsylvania and former director of the Philadelphia Aquarium James M. Meehan asserted in the Philadelphia Public Ledger that the shark was preying on the dog, but bit Vansant by mistake. He specifically de-emphasized the threat sharks posed to humans:\nDespite the death of Charles Vansant and the report that two sharks having been caught in that vicinity recently, I do not believe there is any reason why people should hesitate to go in swimming at the beaches for fear of man-eaters. The information in regard to the sharks is indefinite and I hardly believe that Vansant was bitten by a man-eater. Vansant was in the surf playing with a dog and it may be that a small shark had drifted in at high water, and was marooned by the tide. Being unable to move quickly and without food, he had come in to bite the dog and snapped at the man in passing.\nThe media's response to the second attack was more sensational. Major American newspapers such as the Boston Herald, Chicago Sun-Times, The Philadelphia Inquirer, The Washington Post and San Francisco Chronicle placed the story on the front page. The New York Times' headline read, \"Shark Kills Bather Off Jersey Beach\". The growing panic had cost New Jersey resort owners an estimated $250,000 ($5,800,000 in 2018) in lost tourism, and sun bathing had declined by 75 percent in some areas. A press conference was convened on July 8, 1916, at the American Museum of Natural History with scientists Frederic Augustus Lucas, John Treadwell Nichols, and Robert Cushman Murphy as panelists. To calm the growing panic, the three men stressed that a third run in with a shark was unlikely, although they were admittedly surprised that sharks bit anyone at all. Nevertheless, Nichols\u2014the only ichthyologist in the trio\u2014warned swimmers to stay close to shore and to take advantage of the netted bathing areas installed at public beaches after the first attack.\n", "labels": "What is the full name of the person who hardly believes that Vansant was bitten by a man-eater?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6bca48ff3317453fa8a0aeb8dbebd071"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: As the national media descended on Beach Haven, Spring Lake, and Matawan, the Jersey Shore attacks started a shark panic. According to Capuzzo, this panic was \"unrivaled in American history,\" \"sweeping along the coasts of New York and New Jersey and spreading by telephone and wireless, letter and postcard.\" At first, after the Beach Haven incident, scientists and the press reluctantly blamed the death of Charles Vansant on a shark. The New York Times reported that Vansant \"was badly bitten in the surf ... by a fish, presumably a shark.\" Still, State Fish Commissioner of Pennsylvania and former director of the Philadelphia Aquarium James M. Meehan asserted in the Philadelphia Public Ledger that the shark was preying on the dog, but bit Vansant by mistake. He specifically de-emphasized the threat sharks posed to humans:\nDespite the death of Charles Vansant and the report that two sharks having been caught in that vicinity recently, I do not believe there is any reason why people should hesitate to go in swimming at the beaches for fear of man-eaters. The information in regard to the sharks is indefinite and I hardly believe that Vansant was bitten by a man-eater. Vansant was in the surf playing with a dog and it may be that a small shark had drifted in at high water, and was marooned by the tide. Being unable to move quickly and without food, he had come in to bite the dog and snapped at the man in passing.\nThe media's response to the second attack was more sensational. Major American newspapers such as the Boston Herald, Chicago Sun-Times, The Philadelphia Inquirer, The Washington Post and San Francisco Chronicle placed the story on the front page. The New York Times' headline read, \"Shark Kills Bather Off Jersey Beach\". The growing panic had cost New Jersey resort owners an estimated $250,000 ($5,800,000 in 2018) in lost tourism, and sun bathing had declined by 75 percent in some areas. A press conference was convened on July 8, 1916, at the American Museum of Natural History with scientists Frederic Augustus Lucas, John Treadwell Nichols, and Robert Cushman Murphy as panelists. To calm the growing panic, the three men stressed that a third run in with a shark was unlikely, although they were admittedly surprised that sharks bit anyone at all. Nevertheless, Nichols\u2014the only ichthyologist in the trio\u2014warned swimmers to stay close to shore and to take advantage of the netted bathing areas installed at public beaches after the first attack.\n", "labels": "What is the last name of the man at which, according to Meehan, the presumed shark snapped in passing?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6bca48ff3317453fa8a0aeb8dbebd071"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: As the national media descended on Beach Haven, Spring Lake, and Matawan, the Jersey Shore attacks started a shark panic. According to Capuzzo, this panic was \"unrivaled in American history,\" \"sweeping along the coasts of New York and New Jersey and spreading by telephone and wireless, letter and postcard.\" At first, after the Beach Haven incident, scientists and the press reluctantly blamed the death of Charles Vansant on a shark. The New York Times reported that Vansant \"was badly bitten in the surf ... by a fish, presumably a shark.\" Still, State Fish Commissioner of Pennsylvania and former director of the Philadelphia Aquarium James M. Meehan asserted in the Philadelphia Public Ledger that the shark was preying on the dog, but bit Vansant by mistake. He specifically de-emphasized the threat sharks posed to humans:\nDespite the death of Charles Vansant and the report that two sharks having been caught in that vicinity recently, I do not believe there is any reason why people should hesitate to go in swimming at the beaches for fear of man-eaters. The information in regard to the sharks is indefinite and I hardly believe that Vansant was bitten by a man-eater. Vansant was in the surf playing with a dog and it may be that a small shark had drifted in at high water, and was marooned by the tide. Being unable to move quickly and without food, he had come in to bite the dog and snapped at the man in passing.\nThe media's response to the second attack was more sensational. Major American newspapers such as the Boston Herald, Chicago Sun-Times, The Philadelphia Inquirer, The Washington Post and San Francisco Chronicle placed the story on the front page. The New York Times' headline read, \"Shark Kills Bather Off Jersey Beach\". The growing panic had cost New Jersey resort owners an estimated $250,000 ($5,800,000 in 2018) in lost tourism, and sun bathing had declined by 75 percent in some areas. A press conference was convened on July 8, 1916, at the American Museum of Natural History with scientists Frederic Augustus Lucas, John Treadwell Nichols, and Robert Cushman Murphy as panelists. To calm the growing panic, the three men stressed that a third run in with a shark was unlikely, although they were admittedly surprised that sharks bit anyone at all. Nevertheless, Nichols\u2014the only ichthyologist in the trio\u2014warned swimmers to stay close to shore and to take advantage of the netted bathing areas installed at public beaches after the first attack.\n", "labels": "What is the full name of the person who warned swimmers to stay close to shore?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6bca48ff3317453fa8a0aeb8dbebd071"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: As the national media descended on Beach Haven, Spring Lake, and Matawan, the Jersey Shore attacks started a shark panic. According to Capuzzo, this panic was \"unrivaled in American history,\" \"sweeping along the coasts of New York and New Jersey and spreading by telephone and wireless, letter and postcard.\" At first, after the Beach Haven incident, scientists and the press reluctantly blamed the death of Charles Vansant on a shark. The New York Times reported that Vansant \"was badly bitten in the surf ... by a fish, presumably a shark.\" Still, State Fish Commissioner of Pennsylvania and former director of the Philadelphia Aquarium James M. Meehan asserted in the Philadelphia Public Ledger that the shark was preying on the dog, but bit Vansant by mistake. He specifically de-emphasized the threat sharks posed to humans:\nDespite the death of Charles Vansant and the report that two sharks having been caught in that vicinity recently, I do not believe there is any reason why people should hesitate to go in swimming at the beaches for fear of man-eaters. The information in regard to the sharks is indefinite and I hardly believe that Vansant was bitten by a man-eater. Vansant was in the surf playing with a dog and it may be that a small shark had drifted in at high water, and was marooned by the tide. Being unable to move quickly and without food, he had come in to bite the dog and snapped at the man in passing.\nThe media's response to the second attack was more sensational. Major American newspapers such as the Boston Herald, Chicago Sun-Times, The Philadelphia Inquirer, The Washington Post and San Francisco Chronicle placed the story on the front page. The New York Times' headline read, \"Shark Kills Bather Off Jersey Beach\". The growing panic had cost New Jersey resort owners an estimated $250,000 ($5,800,000 in 2018) in lost tourism, and sun bathing had declined by 75 percent in some areas. A press conference was convened on July 8, 1916, at the American Museum of Natural History with scientists Frederic Augustus Lucas, John Treadwell Nichols, and Robert Cushman Murphy as panelists. To calm the growing panic, the three men stressed that a third run in with a shark was unlikely, although they were admittedly surprised that sharks bit anyone at all. Nevertheless, Nichols\u2014the only ichthyologist in the trio\u2014warned swimmers to stay close to shore and to take advantage of the netted bathing areas installed at public beaches after the first attack.\n", "labels": "What is the last name of the person who the press reluctantly blamed the death of on a shark?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6bca48ff3317453fa8a0aeb8dbebd071"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 opening of the opera house of San Cassiano in 1637, the first public opera house in Europe, stimulated the city's musical life and coincided with a new burst of the composer's activity. 1638 saw the publication of Monteverdi's eighth book of madrigals and a revision of the Ballo delle ingrate. The eighth book contains a ballo, \"Volgendi il ciel\", which may have been composed for the Holy Roman Emperor, Ferdinand III, to whom the book is dedicated. The years 1640\u20131641 saw the publication of the extensive collection of church music, Selva morale e spirituale. Among other commissions, Monteverdi wrote music in 1637 and 1638 for Strozzi's \"Accademia degli Unisoni\" in Venice, and in 1641 a ballet, La vittoria d'Amore, for the court of Piacenza.Monteverdi was still not entirely free from his responsibilities for the musicians at San Marco. He wrote to complain about one of his singers to the Procurators, on 9 June 1637: \"I, Claudio Monteverdi ... come humbly ... to set forth to you how Domenicato Aldegati ... a bass, yesterday morning ... at the time of the greatest concourse of people ... spoke these exact words ...'The Director of Music comes from a brood of cut-throat bastards, a thieving, fucking, he-goat ... and I shit on him and whoever protects him ...'\".Monteverdi's contribution to opera at this period is notable. He revised his earlier opera L'Arianna in 1640 and wrote three new works for the commercial stage, Il ritorno d'Ulisse in patria (The Return of Ulysses to his Homeland, 1640, first performed in Bologna with Venetian singers), Le nozze d'Enea e Lavinia (The Marriage of Aeneas and Lavinia, 1641, music now lost), and L'incoronazione di Poppea (The Coronation of Poppea, 1643). The introduction to the printed scenario of Le nozze d'Enea, by an unknown author, acknowledges that Monteverdi is to be credited for the rebirth of theatrical music and that \"he will be sighed for in later ages, for his compositions will surely outlive the ravages of time.\"In his last surviving letter (20 August 1643), Monteverdi, already ill, was still hoping for the settlement of the long-disputed pension from Mantua, and asked the Doge of Venice to intervene on his behalf. He died in Venice on 29 November 1643, after paying a brief visit to Cremona, and is buried in the Church of the Frari. He was survived by his sons; Masimilliano died in 1661, Francesco after 1677.\n", "labels": "What is the full name of the composer whose new burst of activity coincided with the opening of the opera house of San Cassiano in 1637?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-ac1e0fe60bdf49f1937472c3e3e8a88c"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 opening of the opera house of San Cassiano in 1637, the first public opera house in Europe, stimulated the city's musical life and coincided with a new burst of the composer's activity. 1638 saw the publication of Monteverdi's eighth book of madrigals and a revision of the Ballo delle ingrate. The eighth book contains a ballo, \"Volgendi il ciel\", which may have been composed for the Holy Roman Emperor, Ferdinand III, to whom the book is dedicated. The years 1640\u20131641 saw the publication of the extensive collection of church music, Selva morale e spirituale. Among other commissions, Monteverdi wrote music in 1637 and 1638 for Strozzi's \"Accademia degli Unisoni\" in Venice, and in 1641 a ballet, La vittoria d'Amore, for the court of Piacenza.Monteverdi was still not entirely free from his responsibilities for the musicians at San Marco. He wrote to complain about one of his singers to the Procurators, on 9 June 1637: \"I, Claudio Monteverdi ... come humbly ... to set forth to you how Domenicato Aldegati ... a bass, yesterday morning ... at the time of the greatest concourse of people ... spoke these exact words ...'The Director of Music comes from a brood of cut-throat bastards, a thieving, fucking, he-goat ... and I shit on him and whoever protects him ...'\".Monteverdi's contribution to opera at this period is notable. He revised his earlier opera L'Arianna in 1640 and wrote three new works for the commercial stage, Il ritorno d'Ulisse in patria (The Return of Ulysses to his Homeland, 1640, first performed in Bologna with Venetian singers), Le nozze d'Enea e Lavinia (The Marriage of Aeneas and Lavinia, 1641, music now lost), and L'incoronazione di Poppea (The Coronation of Poppea, 1643). The introduction to the printed scenario of Le nozze d'Enea, by an unknown author, acknowledges that Monteverdi is to be credited for the rebirth of theatrical music and that \"he will be sighed for in later ages, for his compositions will surely outlive the ravages of time.\"In his last surviving letter (20 August 1643), Monteverdi, already ill, was still hoping for the settlement of the long-disputed pension from Mantua, and asked the Doge of Venice to intervene on his behalf. He died in Venice on 29 November 1643, after paying a brief visit to Cremona, and is buried in the Church of the Frari. He was survived by his sons; Masimilliano died in 1661, Francesco after 1677.\n", "labels": "What is the full name of the singer about whom Monteverdi wrote the Procurators to complain?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-ac1e0fe60bdf49f1937472c3e3e8a88c"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 opening of the opera house of San Cassiano in 1637, the first public opera house in Europe, stimulated the city's musical life and coincided with a new burst of the composer's activity. 1638 saw the publication of Monteverdi's eighth book of madrigals and a revision of the Ballo delle ingrate. The eighth book contains a ballo, \"Volgendi il ciel\", which may have been composed for the Holy Roman Emperor, Ferdinand III, to whom the book is dedicated. The years 1640\u20131641 saw the publication of the extensive collection of church music, Selva morale e spirituale. Among other commissions, Monteverdi wrote music in 1637 and 1638 for Strozzi's \"Accademia degli Unisoni\" in Venice, and in 1641 a ballet, La vittoria d'Amore, for the court of Piacenza.Monteverdi was still not entirely free from his responsibilities for the musicians at San Marco. He wrote to complain about one of his singers to the Procurators, on 9 June 1637: \"I, Claudio Monteverdi ... come humbly ... to set forth to you how Domenicato Aldegati ... a bass, yesterday morning ... at the time of the greatest concourse of people ... spoke these exact words ...'The Director of Music comes from a brood of cut-throat bastards, a thieving, fucking, he-goat ... and I shit on him and whoever protects him ...'\".Monteverdi's contribution to opera at this period is notable. He revised his earlier opera L'Arianna in 1640 and wrote three new works for the commercial stage, Il ritorno d'Ulisse in patria (The Return of Ulysses to his Homeland, 1640, first performed in Bologna with Venetian singers), Le nozze d'Enea e Lavinia (The Marriage of Aeneas and Lavinia, 1641, music now lost), and L'incoronazione di Poppea (The Coronation of Poppea, 1643). The introduction to the printed scenario of Le nozze d'Enea, by an unknown author, acknowledges that Monteverdi is to be credited for the rebirth of theatrical music and that \"he will be sighed for in later ages, for his compositions will surely outlive the ravages of time.\"In his last surviving letter (20 August 1643), Monteverdi, already ill, was still hoping for the settlement of the long-disputed pension from Mantua, and asked the Doge of Venice to intervene on his behalf. He died in Venice on 29 November 1643, after paying a brief visit to Cremona, and is buried in the Church of the Frari. He was survived by his sons; Masimilliano died in 1661, Francesco after 1677.\n", "labels": "What is the full name of the person who was survived by his sons?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-ac1e0fe60bdf49f1937472c3e3e8a88c"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Mothers of Invention played in New York in late 1966 and were offered a contract at the Garrick Theater (at 152 Bleecker Street, above the Cafe au Go Go) during Easter 1967. This proved successful and Herb Cohen extended the booking, which eventually lasted half a year. As a result, Zappa and his wife, along with the Mothers of Invention, moved to New York. Their shows became a combination of improvised acts showcasing individual talents of the band as well as tight performances of Zappa's music. Everything was directed by Zappa using hand signals. Guest performers and audience participation became a regular part of the Garrick Theater shows. One evening, Zappa managed to entice some U.S. Marines from the audience onto the stage, where they proceeded to dismember a big baby doll, having been told by Zappa to pretend that it was a \"gook baby\".Zappa uniquely contributed to the avant-garde, anti-establishment music scene of the 1960s, sampling radio tape recordings and incorporating his own philosophical ideals to music and freedom of expression in his pieces. Bands such as AMM and Faust also contributed to the radio sampling techniques of the 1960s. Situated in New York, and only interrupted by the band's first European tour, the Mothers of Invention recorded the album widely regarded as the peak of the group's late 1960s work, We're Only in It for the Money (released 1968). It was produced by Zappa, with Wilson credited as executive producer. From then on, Zappa produced all albums released by the Mothers of Invention and as a solo artist. We're Only in It for the Money featured some of the most creative audio editing and production yet heard in pop music, and the songs ruthlessly satirized the hippie and flower power phenomena. He sampled plundered surf music in We're only in It for the Money, as well as the Beatles' tape work from their song Tomorrow Never Knows. The cover photo parodied that of the Beatles' Sgt. Pepper's Lonely Hearts Club Band. The cover art was provided by Cal Schenkel whom Zappa met in New York. This initiated a lifelong collaboration in which Schenkel designed covers for numerous Zappa and Mothers albums.Reflecting Zappa's eclectic approach to music, the next album, Cruising with Ruben & the Jets (1968), was very different. It represented a collection of doo-wop songs; listeners and critics were not sure whether the album was a satire or a tribute. Zappa later noted that the album was conceived in the way Stravinsky's compositions were in his neo-classical period: \"If he could take the forms and clich\u00e9s of the classical era and pervert them, why not do the same ... to doo-wop in the fifties?\" A theme from Stravinsky's The Rite of Spring is heard during one song.\n", "labels": "What is the name of the album whose cover photo parodied that of the Beatles' Sgt. Pepper's Lonely Hearts Club Band?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-eb10719d1d1448d59385233f0292e310"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Mothers of Invention played in New York in late 1966 and were offered a contract at the Garrick Theater (at 152 Bleecker Street, above the Cafe au Go Go) during Easter 1967. This proved successful and Herb Cohen extended the booking, which eventually lasted half a year. As a result, Zappa and his wife, along with the Mothers of Invention, moved to New York. Their shows became a combination of improvised acts showcasing individual talents of the band as well as tight performances of Zappa's music. Everything was directed by Zappa using hand signals. Guest performers and audience participation became a regular part of the Garrick Theater shows. One evening, Zappa managed to entice some U.S. Marines from the audience onto the stage, where they proceeded to dismember a big baby doll, having been told by Zappa to pretend that it was a \"gook baby\".Zappa uniquely contributed to the avant-garde, anti-establishment music scene of the 1960s, sampling radio tape recordings and incorporating his own philosophical ideals to music and freedom of expression in his pieces. Bands such as AMM and Faust also contributed to the radio sampling techniques of the 1960s. Situated in New York, and only interrupted by the band's first European tour, the Mothers of Invention recorded the album widely regarded as the peak of the group's late 1960s work, We're Only in It for the Money (released 1968). It was produced by Zappa, with Wilson credited as executive producer. From then on, Zappa produced all albums released by the Mothers of Invention and as a solo artist. We're Only in It for the Money featured some of the most creative audio editing and production yet heard in pop music, and the songs ruthlessly satirized the hippie and flower power phenomena. He sampled plundered surf music in We're only in It for the Money, as well as the Beatles' tape work from their song Tomorrow Never Knows. The cover photo parodied that of the Beatles' Sgt. Pepper's Lonely Hearts Club Band. The cover art was provided by Cal Schenkel whom Zappa met in New York. This initiated a lifelong collaboration in which Schenkel designed covers for numerous Zappa and Mothers albums.Reflecting Zappa's eclectic approach to music, the next album, Cruising with Ruben & the Jets (1968), was very different. It represented a collection of doo-wop songs; listeners and critics were not sure whether the album was a satire or a tribute. Zappa later noted that the album was conceived in the way Stravinsky's compositions were in his neo-classical period: \"If he could take the forms and clich\u00e9s of the classical era and pervert them, why not do the same ... to doo-wop in the fifties?\" A theme from Stravinsky's The Rite of Spring is heard during one song.\n", "labels": "What is the name of the album Zappa later noted was conceived in the way Stravinsky's compositions were in his neo-classical period?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-eb10719d1d1448d59385233f0292e310"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Mothers of Invention played in New York in late 1966 and were offered a contract at the Garrick Theater (at 152 Bleecker Street, above the Cafe au Go Go) during Easter 1967. This proved successful and Herb Cohen extended the booking, which eventually lasted half a year. As a result, Zappa and his wife, along with the Mothers of Invention, moved to New York. Their shows became a combination of improvised acts showcasing individual talents of the band as well as tight performances of Zappa's music. Everything was directed by Zappa using hand signals. Guest performers and audience participation became a regular part of the Garrick Theater shows. One evening, Zappa managed to entice some U.S. Marines from the audience onto the stage, where they proceeded to dismember a big baby doll, having been told by Zappa to pretend that it was a \"gook baby\".Zappa uniquely contributed to the avant-garde, anti-establishment music scene of the 1960s, sampling radio tape recordings and incorporating his own philosophical ideals to music and freedom of expression in his pieces. Bands such as AMM and Faust also contributed to the radio sampling techniques of the 1960s. Situated in New York, and only interrupted by the band's first European tour, the Mothers of Invention recorded the album widely regarded as the peak of the group's late 1960s work, We're Only in It for the Money (released 1968). It was produced by Zappa, with Wilson credited as executive producer. From then on, Zappa produced all albums released by the Mothers of Invention and as a solo artist. We're Only in It for the Money featured some of the most creative audio editing and production yet heard in pop music, and the songs ruthlessly satirized the hippie and flower power phenomena. He sampled plundered surf music in We're only in It for the Money, as well as the Beatles' tape work from their song Tomorrow Never Knows. The cover photo parodied that of the Beatles' Sgt. Pepper's Lonely Hearts Club Band. The cover art was provided by Cal Schenkel whom Zappa met in New York. This initiated a lifelong collaboration in which Schenkel designed covers for numerous Zappa and Mothers albums.Reflecting Zappa's eclectic approach to music, the next album, Cruising with Ruben & the Jets (1968), was very different. It represented a collection of doo-wop songs; listeners and critics were not sure whether the album was a satire or a tribute. Zappa later noted that the album was conceived in the way Stravinsky's compositions were in his neo-classical period: \"If he could take the forms and clich\u00e9s of the classical era and pervert them, why not do the same ... to doo-wop in the fifties?\" A theme from Stravinsky's The Rite of Spring is heard during one song.\n", "labels": "What is the name of the album that represented a collection of doo-wop songs?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-eb10719d1d1448d59385233f0292e310"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Mothers of Invention played in New York in late 1966 and were offered a contract at the Garrick Theater (at 152 Bleecker Street, above the Cafe au Go Go) during Easter 1967. This proved successful and Herb Cohen extended the booking, which eventually lasted half a year. As a result, Zappa and his wife, along with the Mothers of Invention, moved to New York. Their shows became a combination of improvised acts showcasing individual talents of the band as well as tight performances of Zappa's music. Everything was directed by Zappa using hand signals. Guest performers and audience participation became a regular part of the Garrick Theater shows. One evening, Zappa managed to entice some U.S. Marines from the audience onto the stage, where they proceeded to dismember a big baby doll, having been told by Zappa to pretend that it was a \"gook baby\".Zappa uniquely contributed to the avant-garde, anti-establishment music scene of the 1960s, sampling radio tape recordings and incorporating his own philosophical ideals to music and freedom of expression in his pieces. Bands such as AMM and Faust also contributed to the radio sampling techniques of the 1960s. Situated in New York, and only interrupted by the band's first European tour, the Mothers of Invention recorded the album widely regarded as the peak of the group's late 1960s work, We're Only in It for the Money (released 1968). It was produced by Zappa, with Wilson credited as executive producer. From then on, Zappa produced all albums released by the Mothers of Invention and as a solo artist. We're Only in It for the Money featured some of the most creative audio editing and production yet heard in pop music, and the songs ruthlessly satirized the hippie and flower power phenomena. He sampled plundered surf music in We're only in It for the Money, as well as the Beatles' tape work from their song Tomorrow Never Knows. The cover photo parodied that of the Beatles' Sgt. Pepper's Lonely Hearts Club Band. The cover art was provided by Cal Schenkel whom Zappa met in New York. This initiated a lifelong collaboration in which Schenkel designed covers for numerous Zappa and Mothers albums.Reflecting Zappa's eclectic approach to music, the next album, Cruising with Ruben & the Jets (1968), was very different. It represented a collection of doo-wop songs; listeners and critics were not sure whether the album was a satire or a tribute. Zappa later noted that the album was conceived in the way Stravinsky's compositions were in his neo-classical period: \"If he could take the forms and clich\u00e9s of the classical era and pervert them, why not do the same ... to doo-wop in the fifties?\" A theme from Stravinsky's The Rite of Spring is heard during one song.\n", "labels": "What album was Wilson credited as the executive producer of?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-eb10719d1d1448d59385233f0292e310"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Mothers of Invention played in New York in late 1966 and were offered a contract at the Garrick Theater (at 152 Bleecker Street, above the Cafe au Go Go) during Easter 1967. This proved successful and Herb Cohen extended the booking, which eventually lasted half a year. As a result, Zappa and his wife, along with the Mothers of Invention, moved to New York. Their shows became a combination of improvised acts showcasing individual talents of the band as well as tight performances of Zappa's music. Everything was directed by Zappa using hand signals. Guest performers and audience participation became a regular part of the Garrick Theater shows. One evening, Zappa managed to entice some U.S. Marines from the audience onto the stage, where they proceeded to dismember a big baby doll, having been told by Zappa to pretend that it was a \"gook baby\".Zappa uniquely contributed to the avant-garde, anti-establishment music scene of the 1960s, sampling radio tape recordings and incorporating his own philosophical ideals to music and freedom of expression in his pieces. Bands such as AMM and Faust also contributed to the radio sampling techniques of the 1960s. Situated in New York, and only interrupted by the band's first European tour, the Mothers of Invention recorded the album widely regarded as the peak of the group's late 1960s work, We're Only in It for the Money (released 1968). It was produced by Zappa, with Wilson credited as executive producer. From then on, Zappa produced all albums released by the Mothers of Invention and as a solo artist. We're Only in It for the Money featured some of the most creative audio editing and production yet heard in pop music, and the songs ruthlessly satirized the hippie and flower power phenomena. He sampled plundered surf music in We're only in It for the Money, as well as the Beatles' tape work from their song Tomorrow Never Knows. The cover photo parodied that of the Beatles' Sgt. Pepper's Lonely Hearts Club Band. The cover art was provided by Cal Schenkel whom Zappa met in New York. This initiated a lifelong collaboration in which Schenkel designed covers for numerous Zappa and Mothers albums.Reflecting Zappa's eclectic approach to music, the next album, Cruising with Ruben & the Jets (1968), was very different. It represented a collection of doo-wop songs; listeners and critics were not sure whether the album was a satire or a tribute. Zappa later noted that the album was conceived in the way Stravinsky's compositions were in his neo-classical period: \"If he could take the forms and clich\u00e9s of the classical era and pervert them, why not do the same ... to doo-wop in the fifties?\" A theme from Stravinsky's The Rite of Spring is heard during one song.\n", "labels": "What album cover parodied that of the Beatles' Sgt. Pepper's Lonely Hearts Club Band?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-eb10719d1d1448d59385233f0292e310"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Mothers of Invention played in New York in late 1966 and were offered a contract at the Garrick Theater (at 152 Bleecker Street, above the Cafe au Go Go) during Easter 1967. This proved successful and Herb Cohen extended the booking, which eventually lasted half a year. As a result, Zappa and his wife, along with the Mothers of Invention, moved to New York. Their shows became a combination of improvised acts showcasing individual talents of the band as well as tight performances of Zappa's music. Everything was directed by Zappa using hand signals. Guest performers and audience participation became a regular part of the Garrick Theater shows. One evening, Zappa managed to entice some U.S. Marines from the audience onto the stage, where they proceeded to dismember a big baby doll, having been told by Zappa to pretend that it was a \"gook baby\".Zappa uniquely contributed to the avant-garde, anti-establishment music scene of the 1960s, sampling radio tape recordings and incorporating his own philosophical ideals to music and freedom of expression in his pieces. Bands such as AMM and Faust also contributed to the radio sampling techniques of the 1960s. Situated in New York, and only interrupted by the band's first European tour, the Mothers of Invention recorded the album widely regarded as the peak of the group's late 1960s work, We're Only in It for the Money (released 1968). It was produced by Zappa, with Wilson credited as executive producer. From then on, Zappa produced all albums released by the Mothers of Invention and as a solo artist. We're Only in It for the Money featured some of the most creative audio editing and production yet heard in pop music, and the songs ruthlessly satirized the hippie and flower power phenomena. He sampled plundered surf music in We're only in It for the Money, as well as the Beatles' tape work from their song Tomorrow Never Knows. The cover photo parodied that of the Beatles' Sgt. Pepper's Lonely Hearts Club Band. The cover art was provided by Cal Schenkel whom Zappa met in New York. This initiated a lifelong collaboration in which Schenkel designed covers for numerous Zappa and Mothers albums.Reflecting Zappa's eclectic approach to music, the next album, Cruising with Ruben & the Jets (1968), was very different. It represented a collection of doo-wop songs; listeners and critics were not sure whether the album was a satire or a tribute. Zappa later noted that the album was conceived in the way Stravinsky's compositions were in his neo-classical period: \"If he could take the forms and clich\u00e9s of the classical era and pervert them, why not do the same ... to doo-wop in the fifties?\" A theme from Stravinsky's The Rite of Spring is heard during one song.\n", "labels": "What was the next album released by The Mothers of Invention after We're Only in It for the Money?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-eb10719d1d1448d59385233f0292e310"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Hudson Valley Rail Trail is a paved 4-mile (6.4 km) east\u2013west rail trail in the town of Lloyd in Ulster County, New York, stretching from the Hudson River through the hamlet of Highland. The trail was originally part of the Poughkeepsie Bridge Route, a rail corridor that crossed the Hudson via the Poughkeepsie Bridge. Controlled by a variety of railroads throughout the 19th and 20th centuries, the bridge was damaged and became unusable after a 1974 fire. By the 1980s the corridor's then-owner, Conrail, had routed all rail traffic in the region north through Selkirk, and was eager to relieve itself of the bridge and adjoining rights-of-way. In 1984, it sold the entire property for one dollar to a felon who did not maintain it or pay taxes on it. The section of the corridor west of the Hudson was seized by Ulster County in 1991 and transferred to the town of Lloyd.\nDuring the 1990s, a broadband utility seeking to lay fiber optic cable paid the town to pass through the former corridor. The town used part of its payment to pave the route and open it as a public rail trail in 1997. The creation of the trail was supported by a local Rotary club, which built a pavilion along the trail. The pavilion includes a donated antique caboose. While the trail originally ended at Route 44\u201355, it was extended eastward between 2009 and 2010, intersecting Route 9W and continuing to the Poughkeepsie Bridge. The extension was paid for by stimulus funding.\nThe bridge, now a pedestrian walkway called Walkway Over the Hudson, connects the trail with the Dutchess Rail Trail to the east, creating a 30-mile (48 km) rail trail system that spans the Hudson. The trail is expected to be extended west, where it will border Route 299. As it passes through Highland, the trail is carried by several bridges, connects to four parking areas, and traverses a wetlands complex. The trail forms part of the proposed Empire State Trail.\n", "labels": "What is the full name of the structure that was damaged and became unusable after a fire in 1974?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1e135626c3b247b6aa16e3f1a11b1c0e"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Barkley \"Bark\" (Victor Moore) and Lucy Cooper are an elderly couple who lose their home to foreclosure, as Barkley has been unable to find employment because of his age. They summon four of their five children\u2014the fifth lives thousands of miles away in California\u2014to break the news and decide where they will live until they can get back on their feet. Only one of the children, Nell, has enough space for both, but she asks for three months to talk her husband into the idea. In the meantime, the temporary solution is for the parents to split up and each live with a different child.\nThe two burdened families soon come to find their parents' presence bothersome. Nell's efforts to talk her husband into helping are half-hearted and achieve no success, and she reneges on her promise to eventually take them. While Barkley continues looking for work to allow him and his wife to live independently again, he has little or no prospect of success. When Lucy continues to speak optimistically of the day that he will find work, her teenage granddaughter bluntly advises her to \"face facts\" that it will never happen because of his age. Lucy's sad reply is to say that \"facing facts\" is easy for a carefree 17-year-old girl, but that at Lucy's age, the only fun left is \"pretending that there ain't any facts to face ... so would you mind if I just kind of went on pretending?\".\n", "labels": "What is the full name of the person who asks \"would you mind if I just kind of went on pretending\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1c3f35704e294da89c2eabc54637e684"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 couples - Betty and Johnny (June Kenney and Robert Reed), and Jeanne and Pete (Joan Lora and Eugene Persson) - are vacationing at sea together. When the ship's captain passes out drunk, they decide to go to a nearby jungle island. As they depart, Capt. Tony awakens and calls out, warning them not to.\nAs they explore the island, Johnny falls into a pit. The others start pulling him out, but look up to see Dr. Balleau and two servants. Balleau orders the servants to help get Johnny out.\nThat night at his house, Balleau tells the couples that he moved to the island \"after the war\" to indulge his passion for hunting. Both couples want to leave, but Balleau says they can not because wild animals prowl the jungle. Ballaeu makes his wife Sandra show Betty and Jeanne to the guestroom, while Balleau's servant Jondor escorts Johnny and Pete to their room.\nA bit later, Sandra and houseguest Dean Gerard, who are lovers, discuss Dean's latest plan for their escape. Meanwhile, Johnny and Pete go to Betty and Jeanne's room to talk about their situation. They decide to poke about the house. Betty and Johnny are stopped by Sandra and Dean, who take them back to the guestroom. Jeanne and Pete find a tunnel. They hide as a servant walks into a room. When he leaves, Jeanne and Pete go in and discover a vat of bubbling acid. They hide again when the servant returns and are horrified when he reveals a woman's body floating in an aquarium. The servant leaves again. Jeanne and Pete go back to the guestroom to tell the others what they have seen.\nDean tells them his escape plan. He and Sandra will slip out of the house, steal a boat, go to the mainland and then come back with help. But as they sneak through the front gate, Balleau, toting a spear, follows.\n", "labels": "Who is unconscious when Betty and Johnny decide to stop on an island?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-cd07baaac0ee4c42b834c72f7fed88c4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 couples - Betty and Johnny (June Kenney and Robert Reed), and Jeanne and Pete (Joan Lora and Eugene Persson) - are vacationing at sea together. When the ship's captain passes out drunk, they decide to go to a nearby jungle island. As they depart, Capt. Tony awakens and calls out, warning them not to.\nAs they explore the island, Johnny falls into a pit. The others start pulling him out, but look up to see Dr. Balleau and two servants. Balleau orders the servants to help get Johnny out.\nThat night at his house, Balleau tells the couples that he moved to the island \"after the war\" to indulge his passion for hunting. Both couples want to leave, but Balleau says they can not because wild animals prowl the jungle. Ballaeu makes his wife Sandra show Betty and Jeanne to the guestroom, while Balleau's servant Jondor escorts Johnny and Pete to their room.\nA bit later, Sandra and houseguest Dean Gerard, who are lovers, discuss Dean's latest plan for their escape. Meanwhile, Johnny and Pete go to Betty and Jeanne's room to talk about their situation. They decide to poke about the house. Betty and Johnny are stopped by Sandra and Dean, who take them back to the guestroom. Jeanne and Pete find a tunnel. They hide as a servant walks into a room. When he leaves, Jeanne and Pete go in and discover a vat of bubbling acid. They hide again when the servant returns and are horrified when he reveals a woman's body floating in an aquarium. The servant leaves again. Jeanne and Pete go back to the guestroom to tell the others what they have seen.\nDean tells them his escape plan. He and Sandra will slip out of the house, steal a boat, go to the mainland and then come back with help. But as they sneak through the front gate, Balleau, toting a spear, follows.\n", "labels": "What actor plays the man who falls into a pit?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-cd07baaac0ee4c42b834c72f7fed88c4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 couples - Betty and Johnny (June Kenney and Robert Reed), and Jeanne and Pete (Joan Lora and Eugene Persson) - are vacationing at sea together. When the ship's captain passes out drunk, they decide to go to a nearby jungle island. As they depart, Capt. Tony awakens and calls out, warning them not to.\nAs they explore the island, Johnny falls into a pit. The others start pulling him out, but look up to see Dr. Balleau and two servants. Balleau orders the servants to help get Johnny out.\nThat night at his house, Balleau tells the couples that he moved to the island \"after the war\" to indulge his passion for hunting. Both couples want to leave, but Balleau says they can not because wild animals prowl the jungle. Ballaeu makes his wife Sandra show Betty and Jeanne to the guestroom, while Balleau's servant Jondor escorts Johnny and Pete to their room.\nA bit later, Sandra and houseguest Dean Gerard, who are lovers, discuss Dean's latest plan for their escape. Meanwhile, Johnny and Pete go to Betty and Jeanne's room to talk about their situation. They decide to poke about the house. Betty and Johnny are stopped by Sandra and Dean, who take them back to the guestroom. Jeanne and Pete find a tunnel. They hide as a servant walks into a room. When he leaves, Jeanne and Pete go in and discover a vat of bubbling acid. They hide again when the servant returns and are horrified when he reveals a woman's body floating in an aquarium. The servant leaves again. Jeanne and Pete go back to the guestroom to tell the others what they have seen.\nDean tells them his escape plan. He and Sandra will slip out of the house, steal a boat, go to the mainland and then come back with help. But as they sneak through the front gate, Balleau, toting a spear, follows.\n", "labels": "Who catches the man who fell into a pit poking around the house?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-cd07baaac0ee4c42b834c72f7fed88c4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 couples - Betty and Johnny (June Kenney and Robert Reed), and Jeanne and Pete (Joan Lora and Eugene Persson) - are vacationing at sea together. When the ship's captain passes out drunk, they decide to go to a nearby jungle island. As they depart, Capt. Tony awakens and calls out, warning them not to.\nAs they explore the island, Johnny falls into a pit. The others start pulling him out, but look up to see Dr. Balleau and two servants. Balleau orders the servants to help get Johnny out.\nThat night at his house, Balleau tells the couples that he moved to the island \"after the war\" to indulge his passion for hunting. Both couples want to leave, but Balleau says they can not because wild animals prowl the jungle. Ballaeu makes his wife Sandra show Betty and Jeanne to the guestroom, while Balleau's servant Jondor escorts Johnny and Pete to their room.\nA bit later, Sandra and houseguest Dean Gerard, who are lovers, discuss Dean's latest plan for their escape. Meanwhile, Johnny and Pete go to Betty and Jeanne's room to talk about their situation. They decide to poke about the house. Betty and Johnny are stopped by Sandra and Dean, who take them back to the guestroom. Jeanne and Pete find a tunnel. They hide as a servant walks into a room. When he leaves, Jeanne and Pete go in and discover a vat of bubbling acid. They hide again when the servant returns and are horrified when he reveals a woman's body floating in an aquarium. The servant leaves again. Jeanne and Pete go back to the guestroom to tell the others what they have seen.\nDean tells them his escape plan. He and Sandra will slip out of the house, steal a boat, go to the mainland and then come back with help. But as they sneak through the front gate, Balleau, toting a spear, follows.\n", "labels": "Who hides from a servant who almost catches them snooping?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-cd07baaac0ee4c42b834c72f7fed88c4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: With MacCallum's year of financial support over, Thomson's financial future became uncertain. He briefly looked into applying for a position as a park ranger, but balked after seeing that it could take months for the application to go through. Instead, he considered working in an engraving shop over the winter. He made little effort to sell his paintings, preferring to give them away, though he brought in some money from the paintings he sold. In mid-November, he donated In Algonquin Park to an exhibition organized to raise money for the Canadian Patriotic Fund. It was sold to Marion Long for $50 (equivalent to CAD$1,100 in 2018).In the spring of 1915, Thomson returned to Algonquin Park earlier than he had in any previous year and had already painted twenty-eight sketches by April 22. From April through July, he spent much of his time fishing, assisting groups on several different lakes, and sketching when he had time. In July, he was invited to send paintings to the Nova Scotia Provincial Exhibition in September. Because he was in Algonquin Park, his friends selected three works to send\u2014two unidentified works from 1914 and the sketch Canadian Wildflowers. From the end of September to mid-October, he spent his time at Mowat, a village on the north end of Canoe Lake. By November, he was at Round Lake with Tom Wattie and Dr. Robert McComb. In late November, he returned to Toronto and moved into a shack behind the Studio Building that Harris and MacCallum fixed up for him, renting it for $1 a month.In 1915, MacCallum commissioned MacDonald, Lismer and Thomson to paint decorative panels for his cottage on Go-Home Bay. In October of that year, MacDonald went up to take dimensions. Thomson produced four panels which were probably meant to go over the windows. In April 1916, when MacDonald and Lismer went to install them, they found that MacDonald's measurements were incorrect and the panels did not fit.\n", "labels": "What is the name of the person who made little effort in selling his paintings?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-fb5dd6e65ade437583c1be25afd2d144"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: With MacCallum's year of financial support over, Thomson's financial future became uncertain. He briefly looked into applying for a position as a park ranger, but balked after seeing that it could take months for the application to go through. Instead, he considered working in an engraving shop over the winter. He made little effort to sell his paintings, preferring to give them away, though he brought in some money from the paintings he sold. In mid-November, he donated In Algonquin Park to an exhibition organized to raise money for the Canadian Patriotic Fund. It was sold to Marion Long for $50 (equivalent to CAD$1,100 in 2018).In the spring of 1915, Thomson returned to Algonquin Park earlier than he had in any previous year and had already painted twenty-eight sketches by April 22. From April through July, he spent much of his time fishing, assisting groups on several different lakes, and sketching when he had time. In July, he was invited to send paintings to the Nova Scotia Provincial Exhibition in September. Because he was in Algonquin Park, his friends selected three works to send\u2014two unidentified works from 1914 and the sketch Canadian Wildflowers. From the end of September to mid-October, he spent his time at Mowat, a village on the north end of Canoe Lake. By November, he was at Round Lake with Tom Wattie and Dr. Robert McComb. In late November, he returned to Toronto and moved into a shack behind the Studio Building that Harris and MacCallum fixed up for him, renting it for $1 a month.In 1915, MacCallum commissioned MacDonald, Lismer and Thomson to paint decorative panels for his cottage on Go-Home Bay. In October of that year, MacDonald went up to take dimensions. Thomson produced four panels which were probably meant to go over the windows. In April 1916, when MacDonald and Lismer went to install them, they found that MacDonald's measurements were incorrect and the panels did not fit.\n", "labels": "What was the name of the painting that was sold to Marion Long?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-fb5dd6e65ade437583c1be25afd2d144"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: With MacCallum's year of financial support over, Thomson's financial future became uncertain. He briefly looked into applying for a position as a park ranger, but balked after seeing that it could take months for the application to go through. Instead, he considered working in an engraving shop over the winter. He made little effort to sell his paintings, preferring to give them away, though he brought in some money from the paintings he sold. In mid-November, he donated In Algonquin Park to an exhibition organized to raise money for the Canadian Patriotic Fund. It was sold to Marion Long for $50 (equivalent to CAD$1,100 in 2018).In the spring of 1915, Thomson returned to Algonquin Park earlier than he had in any previous year and had already painted twenty-eight sketches by April 22. From April through July, he spent much of his time fishing, assisting groups on several different lakes, and sketching when he had time. In July, he was invited to send paintings to the Nova Scotia Provincial Exhibition in September. Because he was in Algonquin Park, his friends selected three works to send\u2014two unidentified works from 1914 and the sketch Canadian Wildflowers. From the end of September to mid-October, he spent his time at Mowat, a village on the north end of Canoe Lake. By November, he was at Round Lake with Tom Wattie and Dr. Robert McComb. In late November, he returned to Toronto and moved into a shack behind the Studio Building that Harris and MacCallum fixed up for him, renting it for $1 a month.In 1915, MacCallum commissioned MacDonald, Lismer and Thomson to paint decorative panels for his cottage on Go-Home Bay. In October of that year, MacDonald went up to take dimensions. Thomson produced four panels which were probably meant to go over the windows. In April 1916, when MacDonald and Lismer went to install them, they found that MacDonald's measurements were incorrect and the panels did not fit.\n", "labels": "What was the name of the village Thomson spent time at from the end of September to mid-October?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-fb5dd6e65ade437583c1be25afd2d144"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: India (ISO: Bh\u0101rat), also known as the Republic of India (ISO: Bh\u0101rat Ga\u1e47ar\u0101jya), is a country in South Asia. It is the seventh largest country by area and with more than 1.3 billion people, it is the second most populous country as well as the most populous democracy in the world. Bounded by the Indian Ocean on the south, the Arabian Sea on the southwest, and the Bay of Bengal on the southeast, it shares land borders with Pakistan to the west; China, Nepal, and Bhutan to the northeast; and Bangladesh and Myanmar to the east. In the Indian Ocean, India is in the vicinity of Sri Lanka and the Maldives, while its Andaman and Nicobar Islands share a maritime border with Thailand and Indonesia.\nThe Indian subcontinent was home to the urban Indus Valley Civilisation of the 3rd millennium BCE. In the following millennium, the oldest scriptures associated with Hinduism began to be composed. Social stratification, based on caste, emerged in the first millennium BCE, and Buddhism and Jainism arose. Early political consolidations took place under the Maurya and Gupta empires; later peninsular Middle Kingdoms influenced cultures as far as Southeast Asia. In the medieval era, Judaism, Zoroastrianism, Christianity, and Islam arrived, and Sikhism emerged, all adding to the region's diverse culture. Much of the north fell to the Delhi Sultanate; the south was united under the Vijayanagara Empire. The economy expanded in the 17th century in the Mughal Empire. In the mid-18th century, the subcontinent came under British East India Company rule, and in the mid-19th under British Crown rule. A nationalist movement emerged in the late 19th century, which later, under Mahatma Gandhi, was noted for nonviolent resistance and led to India's independence in 1947.\nIn 2017, the Indian economy was the world's sixth largest by nominal GDP and third largest by purchasing power parity. Following market-based economic reforms in 1991, India became one of the fastest-growing major economies and is considered a newly industrialised country. However, it continues to face the challenges of poverty, corruption, malnutrition, and inadequate public healthcare. A nuclear weapons state and regional power, it has the second largest standing army in the world and ranks fifth in military expenditure among nations. India is a federal republic governed under a parliamentary system and consists of 29 states and 7 union territories. A pluralistic, multilingual and multi-ethnic society, it is also home to a diversity of wildlife in a variety of protected habitats.\n", "labels": "What is the full name of the man who led the nonviolent movement in the country that was under British Crown rule in the mid-19th century?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1bae407756ce4841bc061bb222583ca1"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: India (ISO: Bh\u0101rat), also known as the Republic of India (ISO: Bh\u0101rat Ga\u1e47ar\u0101jya), is a country in South Asia. It is the seventh largest country by area and with more than 1.3 billion people, it is the second most populous country as well as the most populous democracy in the world. Bounded by the Indian Ocean on the south, the Arabian Sea on the southwest, and the Bay of Bengal on the southeast, it shares land borders with Pakistan to the west; China, Nepal, and Bhutan to the northeast; and Bangladesh and Myanmar to the east. In the Indian Ocean, India is in the vicinity of Sri Lanka and the Maldives, while its Andaman and Nicobar Islands share a maritime border with Thailand and Indonesia.\nThe Indian subcontinent was home to the urban Indus Valley Civilisation of the 3rd millennium BCE. In the following millennium, the oldest scriptures associated with Hinduism began to be composed. Social stratification, based on caste, emerged in the first millennium BCE, and Buddhism and Jainism arose. Early political consolidations took place under the Maurya and Gupta empires; later peninsular Middle Kingdoms influenced cultures as far as Southeast Asia. In the medieval era, Judaism, Zoroastrianism, Christianity, and Islam arrived, and Sikhism emerged, all adding to the region's diverse culture. Much of the north fell to the Delhi Sultanate; the south was united under the Vijayanagara Empire. The economy expanded in the 17th century in the Mughal Empire. In the mid-18th century, the subcontinent came under British East India Company rule, and in the mid-19th under British Crown rule. A nationalist movement emerged in the late 19th century, which later, under Mahatma Gandhi, was noted for nonviolent resistance and led to India's independence in 1947.\nIn 2017, the Indian economy was the world's sixth largest by nominal GDP and third largest by purchasing power parity. Following market-based economic reforms in 1991, India became one of the fastest-growing major economies and is considered a newly industrialised country. However, it continues to face the challenges of poverty, corruption, malnutrition, and inadequate public healthcare. A nuclear weapons state and regional power, it has the second largest standing army in the world and ranks fifth in military expenditure among nations. India is a federal republic governed under a parliamentary system and consists of 29 states and 7 union territories. A pluralistic, multilingual and multi-ethnic society, it is also home to a diversity of wildlife in a variety of protected habitats.\n", "labels": "In what year did market-based economic reforms take place in the country that expanded its economy in the 17th century under the Mughal Empire?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1bae407756ce4841bc061bb222583ca1"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: India (ISO: Bh\u0101rat), also known as the Republic of India (ISO: Bh\u0101rat Ga\u1e47ar\u0101jya), is a country in South Asia. It is the seventh largest country by area and with more than 1.3 billion people, it is the second most populous country as well as the most populous democracy in the world. Bounded by the Indian Ocean on the south, the Arabian Sea on the southwest, and the Bay of Bengal on the southeast, it shares land borders with Pakistan to the west; China, Nepal, and Bhutan to the northeast; and Bangladesh and Myanmar to the east. In the Indian Ocean, India is in the vicinity of Sri Lanka and the Maldives, while its Andaman and Nicobar Islands share a maritime border with Thailand and Indonesia.\nThe Indian subcontinent was home to the urban Indus Valley Civilisation of the 3rd millennium BCE. In the following millennium, the oldest scriptures associated with Hinduism began to be composed. Social stratification, based on caste, emerged in the first millennium BCE, and Buddhism and Jainism arose. Early political consolidations took place under the Maurya and Gupta empires; later peninsular Middle Kingdoms influenced cultures as far as Southeast Asia. In the medieval era, Judaism, Zoroastrianism, Christianity, and Islam arrived, and Sikhism emerged, all adding to the region's diverse culture. Much of the north fell to the Delhi Sultanate; the south was united under the Vijayanagara Empire. The economy expanded in the 17th century in the Mughal Empire. In the mid-18th century, the subcontinent came under British East India Company rule, and in the mid-19th under British Crown rule. A nationalist movement emerged in the late 19th century, which later, under Mahatma Gandhi, was noted for nonviolent resistance and led to India's independence in 1947.\nIn 2017, the Indian economy was the world's sixth largest by nominal GDP and third largest by purchasing power parity. Following market-based economic reforms in 1991, India became one of the fastest-growing major economies and is considered a newly industrialised country. However, it continues to face the challenges of poverty, corruption, malnutrition, and inadequate public healthcare. A nuclear weapons state and regional power, it has the second largest standing army in the world and ranks fifth in military expenditure among nations. India is a federal republic governed under a parliamentary system and consists of 29 states and 7 union territories. A pluralistic, multilingual and multi-ethnic society, it is also home to a diversity of wildlife in a variety of protected habitats.\n", "labels": "How many union territories are there today in the country that came under British East India Company in the mid-18th century?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1bae407756ce4841bc061bb222583ca1"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Handel's music for Messiah  is distinguished from most of his other oratorios by an orchestral restraint\u2014a quality which the musicologist Percy M. Young observes was not adopted by Mozart and other later arrangers of the music. The work begins quietly, with instrumental and solo movements preceding the first appearance of the chorus, whose entry in the low alto register is muted. A particular aspect of Handel's restraint is his limited use of trumpets throughout the work. After their introduction in the Part I chorus \"Glory to God\", apart from the solo in \"The trumpet shall sound\" they are heard only in \"Hallelujah\" and the final chorus \"Worthy is the Lamb\". It is this rarity, says Young, that makes these brass interpolations particularly effective: \"Increase them and the thrill is diminished\". In  \"Glory to God\", Handel marked the entry of the trumpets as da lontano e un poco piano, meaning \"quietly, from afar\"; his original intention had been to place the brass offstage (in disparte) at this point, to highlight the effect of distance.  In this initial appearance the trumpets lack the expected drum accompaniment, \"a deliberate withholding of effect, leaving something in reserve for Parts II and III\"  according to Luckett.Although Messiah is not in any particular key, Handel's tonal scheme has been summarised by the musicologist Anthony Hicks as \"an aspiration towards D major\", the key musically associated with light and glory. As the oratorio moves forward with various shifts in key to reflect changes in mood, D major emerges at significant points, primarily the \"trumpet\" movements with their uplifting messages. It is the key in which the work reaches its triumphant ending. In the absence of a predominant key, other integrating elements have been proposed. For example, the musicologist Rudolf Steglich has suggested that Handel used the device of the \"ascending fourth\"  as a unifying motif; this device most noticeably occurs in the first two notes of \"I know that my Redeemer liveth\" and on numerous other occasions. Nevertheless, Luckett finds this thesis implausible, and asserts that \"the unity of Messiah is a consequence of nothing more arcane than the quality of Handel's attention to his text, and the consistency of his musical imagination\". Allan Kozinn, The New York Times music critic, finds \"a model marriage of music and text ... From the gentle falling melody assigned to the opening words (\"Comfort ye\") to the sheer ebullience of the \"Hallelujah\" chorus and the ornate celebratory counterpoint that supports the closing \"Amen\", hardly a line of text goes by that Handel does not amplify\".\n", "labels": "What is the title of the work throughout which Handel's use of trumpets is limited?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0dc594b73de542359ea35f557fdfb411"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Handel's music for Messiah  is distinguished from most of his other oratorios by an orchestral restraint\u2014a quality which the musicologist Percy M. Young observes was not adopted by Mozart and other later arrangers of the music. The work begins quietly, with instrumental and solo movements preceding the first appearance of the chorus, whose entry in the low alto register is muted. A particular aspect of Handel's restraint is his limited use of trumpets throughout the work. After their introduction in the Part I chorus \"Glory to God\", apart from the solo in \"The trumpet shall sound\" they are heard only in \"Hallelujah\" and the final chorus \"Worthy is the Lamb\". It is this rarity, says Young, that makes these brass interpolations particularly effective: \"Increase them and the thrill is diminished\". In  \"Glory to God\", Handel marked the entry of the trumpets as da lontano e un poco piano, meaning \"quietly, from afar\"; his original intention had been to place the brass offstage (in disparte) at this point, to highlight the effect of distance.  In this initial appearance the trumpets lack the expected drum accompaniment, \"a deliberate withholding of effect, leaving something in reserve for Parts II and III\"  according to Luckett.Although Messiah is not in any particular key, Handel's tonal scheme has been summarised by the musicologist Anthony Hicks as \"an aspiration towards D major\", the key musically associated with light and glory. As the oratorio moves forward with various shifts in key to reflect changes in mood, D major emerges at significant points, primarily the \"trumpet\" movements with their uplifting messages. It is the key in which the work reaches its triumphant ending. In the absence of a predominant key, other integrating elements have been proposed. For example, the musicologist Rudolf Steglich has suggested that Handel used the device of the \"ascending fourth\"  as a unifying motif; this device most noticeably occurs in the first two notes of \"I know that my Redeemer liveth\" and on numerous other occasions. Nevertheless, Luckett finds this thesis implausible, and asserts that \"the unity of Messiah is a consequence of nothing more arcane than the quality of Handel's attention to his text, and the consistency of his musical imagination\". Allan Kozinn, The New York Times music critic, finds \"a model marriage of music and text ... From the gentle falling melody assigned to the opening words (\"Comfort ye\") to the sheer ebullience of the \"Hallelujah\" chorus and the ornate celebratory counterpoint that supports the closing \"Amen\", hardly a line of text goes by that Handel does not amplify\".\n", "labels": "What is the title of the oratorio that moves forward with various shifts in key to reflect changes in mood?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0dc594b73de542359ea35f557fdfb411"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Handel's music for Messiah  is distinguished from most of his other oratorios by an orchestral restraint\u2014a quality which the musicologist Percy M. Young observes was not adopted by Mozart and other later arrangers of the music. The work begins quietly, with instrumental and solo movements preceding the first appearance of the chorus, whose entry in the low alto register is muted. A particular aspect of Handel's restraint is his limited use of trumpets throughout the work. After their introduction in the Part I chorus \"Glory to God\", apart from the solo in \"The trumpet shall sound\" they are heard only in \"Hallelujah\" and the final chorus \"Worthy is the Lamb\". It is this rarity, says Young, that makes these brass interpolations particularly effective: \"Increase them and the thrill is diminished\". In  \"Glory to God\", Handel marked the entry of the trumpets as da lontano e un poco piano, meaning \"quietly, from afar\"; his original intention had been to place the brass offstage (in disparte) at this point, to highlight the effect of distance.  In this initial appearance the trumpets lack the expected drum accompaniment, \"a deliberate withholding of effect, leaving something in reserve for Parts II and III\"  according to Luckett.Although Messiah is not in any particular key, Handel's tonal scheme has been summarised by the musicologist Anthony Hicks as \"an aspiration towards D major\", the key musically associated with light and glory. As the oratorio moves forward with various shifts in key to reflect changes in mood, D major emerges at significant points, primarily the \"trumpet\" movements with their uplifting messages. It is the key in which the work reaches its triumphant ending. In the absence of a predominant key, other integrating elements have been proposed. For example, the musicologist Rudolf Steglich has suggested that Handel used the device of the \"ascending fourth\"  as a unifying motif; this device most noticeably occurs in the first two notes of \"I know that my Redeemer liveth\" and on numerous other occasions. Nevertheless, Luckett finds this thesis implausible, and asserts that \"the unity of Messiah is a consequence of nothing more arcane than the quality of Handel's attention to his text, and the consistency of his musical imagination\". Allan Kozinn, The New York Times music critic, finds \"a model marriage of music and text ... From the gentle falling melody assigned to the opening words (\"Comfort ye\") to the sheer ebullience of the \"Hallelujah\" chorus and the ornate celebratory counterpoint that supports the closing \"Amen\", hardly a line of text goes by that Handel does not amplify\".\n", "labels": "What is the title of the work that reaches its triumphant ending in the key of D major?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0dc594b73de542359ea35f557fdfb411"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Handel's music for Messiah  is distinguished from most of his other oratorios by an orchestral restraint\u2014a quality which the musicologist Percy M. Young observes was not adopted by Mozart and other later arrangers of the music. The work begins quietly, with instrumental and solo movements preceding the first appearance of the chorus, whose entry in the low alto register is muted. A particular aspect of Handel's restraint is his limited use of trumpets throughout the work. After their introduction in the Part I chorus \"Glory to God\", apart from the solo in \"The trumpet shall sound\" they are heard only in \"Hallelujah\" and the final chorus \"Worthy is the Lamb\". It is this rarity, says Young, that makes these brass interpolations particularly effective: \"Increase them and the thrill is diminished\". In  \"Glory to God\", Handel marked the entry of the trumpets as da lontano e un poco piano, meaning \"quietly, from afar\"; his original intention had been to place the brass offstage (in disparte) at this point, to highlight the effect of distance.  In this initial appearance the trumpets lack the expected drum accompaniment, \"a deliberate withholding of effect, leaving something in reserve for Parts II and III\"  according to Luckett.Although Messiah is not in any particular key, Handel's tonal scheme has been summarised by the musicologist Anthony Hicks as \"an aspiration towards D major\", the key musically associated with light and glory. As the oratorio moves forward with various shifts in key to reflect changes in mood, D major emerges at significant points, primarily the \"trumpet\" movements with their uplifting messages. It is the key in which the work reaches its triumphant ending. In the absence of a predominant key, other integrating elements have been proposed. For example, the musicologist Rudolf Steglich has suggested that Handel used the device of the \"ascending fourth\"  as a unifying motif; this device most noticeably occurs in the first two notes of \"I know that my Redeemer liveth\" and on numerous other occasions. Nevertheless, Luckett finds this thesis implausible, and asserts that \"the unity of Messiah is a consequence of nothing more arcane than the quality of Handel's attention to his text, and the consistency of his musical imagination\". Allan Kozinn, The New York Times music critic, finds \"a model marriage of music and text ... From the gentle falling melody assigned to the opening words (\"Comfort ye\") to the sheer ebullience of the \"Hallelujah\" chorus and the ornate celebratory counterpoint that supports the closing \"Amen\", hardly a line of text goes by that Handel does not amplify\".\n", "labels": "What is the unifying musical device employed that most noticeably occurs in the first two notes of \"I know that my Redeemer liveth\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-0dc594b73de542359ea35f557fdfb411"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: As of the 2001 UK census, Herne Bay area wards had a population of 35,188 and a population density of 11.3 persons per hectare.Of the town's 14,732 households, 48.7% were married couples living together, 8.4% were cohabiting couples and 8.3% were lone parents. 30.2% of all households were made up of individuals and 20.5% had someone living alone at pensionable age. 27.7% of households included children aged under 16 or a person aged 16 to 18 who was in full-time education. The average household size was 2.74.\nThe ethnicity of the town was 98.5% white, 0.6% mixed race, 0.4% Asian, 0.2% black and 0.3% Chinese or other. The place of birth of residents was 96.3% United Kingdom, 0.6% Republic of Ireland, 0.3% Germany, 0.6% other Western Europe countries, 0.2% Eastern Europe, 0.6% Africa, 0.3% Far East, 0.3% South Asia, 0.2% Middle East, 0.2% North America and 0.2% Oceania. Religion was recorded as 77.3% Christian, 0.3% Muslim, 0.2% Hindu, 0.2% Buddhist, 0.1% Jewish and 0.1% Sikh. 14.2% were recorded as having no religion, 0.3% had an alternative religion and 7.4% did not state their religion.\nFor every 100 females, there were 89.9 males. The age distribution was 6% aged 0\u20134 years, 14% aged 5\u201315 years, 4% aged 16\u201319 years, 29% aged 20\u201344 years, 25% aged 45\u201364 years and 22% aged 65 years and over. The town had a high percentage of residents over 65, compared with the national average of 16%. As a seaside town, Herne Bay is a popular retirement destination; many modern retirement complexes are located near the seafront.\nThe economic activity of residents aged 16\u201374 was 36% in full-time employment, 13% in part-time employment, 9% self-employed, 3% unemployed, 2% students with jobs, 3% students without jobs, 18% retired, 7% looking after home or family, 6% permanently sick or disabled and 2% economically inactive for other reasons. This was roughly in line with the national figures, except for the number of people in retirement. This figure nationally was significantly lower at 14%. Of the town's residents aged 16\u201374, 12% had a higher education qualification or the equivalent, compared with 20% nationwide. According to Office for National Statistics estimates, during the period of April 2001 to March 2002 the average gross weekly income of households in the Herne Bay area was \u00a3516 (\u00a326,906 per year).\n", "labels": "What percentage of the people in the Herne Bay area live with their romantic partner but aren't married?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-eee0181e660a4bf292cc674f107438ad"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: As of the 2001 UK census, Herne Bay area wards had a population of 35,188 and a population density of 11.3 persons per hectare.Of the town's 14,732 households, 48.7% were married couples living together, 8.4% were cohabiting couples and 8.3% were lone parents. 30.2% of all households were made up of individuals and 20.5% had someone living alone at pensionable age. 27.7% of households included children aged under 16 or a person aged 16 to 18 who was in full-time education. The average household size was 2.74.\nThe ethnicity of the town was 98.5% white, 0.6% mixed race, 0.4% Asian, 0.2% black and 0.3% Chinese or other. The place of birth of residents was 96.3% United Kingdom, 0.6% Republic of Ireland, 0.3% Germany, 0.6% other Western Europe countries, 0.2% Eastern Europe, 0.6% Africa, 0.3% Far East, 0.3% South Asia, 0.2% Middle East, 0.2% North America and 0.2% Oceania. Religion was recorded as 77.3% Christian, 0.3% Muslim, 0.2% Hindu, 0.2% Buddhist, 0.1% Jewish and 0.1% Sikh. 14.2% were recorded as having no religion, 0.3% had an alternative religion and 7.4% did not state their religion.\nFor every 100 females, there were 89.9 males. The age distribution was 6% aged 0\u20134 years, 14% aged 5\u201315 years, 4% aged 16\u201319 years, 29% aged 20\u201344 years, 25% aged 45\u201364 years and 22% aged 65 years and over. The town had a high percentage of residents over 65, compared with the national average of 16%. As a seaside town, Herne Bay is a popular retirement destination; many modern retirement complexes are located near the seafront.\nThe economic activity of residents aged 16\u201374 was 36% in full-time employment, 13% in part-time employment, 9% self-employed, 3% unemployed, 2% students with jobs, 3% students without jobs, 18% retired, 7% looking after home or family, 6% permanently sick or disabled and 2% economically inactive for other reasons. This was roughly in line with the national figures, except for the number of people in retirement. This figure nationally was significantly lower at 14%. Of the town's residents aged 16\u201374, 12% had a higher education qualification or the equivalent, compared with 20% nationwide. According to Office for National Statistics estimates, during the period of April 2001 to March 2002 the average gross weekly income of households in the Herne Bay area was \u00a3516 (\u00a326,906 per year).\n", "labels": "What percentage of Herne Bay residents was born in the same country they live in now?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-eee0181e660a4bf292cc674f107438ad"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: As of the 2001 UK census, Herne Bay area wards had a population of 35,188 and a population density of 11.3 persons per hectare.Of the town's 14,732 households, 48.7% were married couples living together, 8.4% were cohabiting couples and 8.3% were lone parents. 30.2% of all households were made up of individuals and 20.5% had someone living alone at pensionable age. 27.7% of households included children aged under 16 or a person aged 16 to 18 who was in full-time education. The average household size was 2.74.\nThe ethnicity of the town was 98.5% white, 0.6% mixed race, 0.4% Asian, 0.2% black and 0.3% Chinese or other. The place of birth of residents was 96.3% United Kingdom, 0.6% Republic of Ireland, 0.3% Germany, 0.6% other Western Europe countries, 0.2% Eastern Europe, 0.6% Africa, 0.3% Far East, 0.3% South Asia, 0.2% Middle East, 0.2% North America and 0.2% Oceania. Religion was recorded as 77.3% Christian, 0.3% Muslim, 0.2% Hindu, 0.2% Buddhist, 0.1% Jewish and 0.1% Sikh. 14.2% were recorded as having no religion, 0.3% had an alternative religion and 7.4% did not state their religion.\nFor every 100 females, there were 89.9 males. The age distribution was 6% aged 0\u20134 years, 14% aged 5\u201315 years, 4% aged 16\u201319 years, 29% aged 20\u201344 years, 25% aged 45\u201364 years and 22% aged 65 years and over. The town had a high percentage of residents over 65, compared with the national average of 16%. As a seaside town, Herne Bay is a popular retirement destination; many modern retirement complexes are located near the seafront.\nThe economic activity of residents aged 16\u201374 was 36% in full-time employment, 13% in part-time employment, 9% self-employed, 3% unemployed, 2% students with jobs, 3% students without jobs, 18% retired, 7% looking after home or family, 6% permanently sick or disabled and 2% economically inactive for other reasons. This was roughly in line with the national figures, except for the number of people in retirement. This figure nationally was significantly lower at 14%. Of the town's residents aged 16\u201374, 12% had a higher education qualification or the equivalent, compared with 20% nationwide. According to Office for National Statistics estimates, during the period of April 2001 to March 2002 the average gross weekly income of households in the Herne Bay area was \u00a3516 (\u00a326,906 per year).\n", "labels": "How many females are there for every 89.9 males in Herne Bay?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-eee0181e660a4bf292cc674f107438ad"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: As of the 2001 UK census, Herne Bay area wards had a population of 35,188 and a population density of 11.3 persons per hectare.Of the town's 14,732 households, 48.7% were married couples living together, 8.4% were cohabiting couples and 8.3% were lone parents. 30.2% of all households were made up of individuals and 20.5% had someone living alone at pensionable age. 27.7% of households included children aged under 16 or a person aged 16 to 18 who was in full-time education. The average household size was 2.74.\nThe ethnicity of the town was 98.5% white, 0.6% mixed race, 0.4% Asian, 0.2% black and 0.3% Chinese or other. The place of birth of residents was 96.3% United Kingdom, 0.6% Republic of Ireland, 0.3% Germany, 0.6% other Western Europe countries, 0.2% Eastern Europe, 0.6% Africa, 0.3% Far East, 0.3% South Asia, 0.2% Middle East, 0.2% North America and 0.2% Oceania. Religion was recorded as 77.3% Christian, 0.3% Muslim, 0.2% Hindu, 0.2% Buddhist, 0.1% Jewish and 0.1% Sikh. 14.2% were recorded as having no religion, 0.3% had an alternative religion and 7.4% did not state their religion.\nFor every 100 females, there were 89.9 males. The age distribution was 6% aged 0\u20134 years, 14% aged 5\u201315 years, 4% aged 16\u201319 years, 29% aged 20\u201344 years, 25% aged 45\u201364 years and 22% aged 65 years and over. The town had a high percentage of residents over 65, compared with the national average of 16%. As a seaside town, Herne Bay is a popular retirement destination; many modern retirement complexes are located near the seafront.\nThe economic activity of residents aged 16\u201374 was 36% in full-time employment, 13% in part-time employment, 9% self-employed, 3% unemployed, 2% students with jobs, 3% students without jobs, 18% retired, 7% looking after home or family, 6% permanently sick or disabled and 2% economically inactive for other reasons. This was roughly in line with the national figures, except for the number of people in retirement. This figure nationally was significantly lower at 14%. Of the town's residents aged 16\u201374, 12% had a higher education qualification or the equivalent, compared with 20% nationwide. According to Office for National Statistics estimates, during the period of April 2001 to March 2002 the average gross weekly income of households in the Herne Bay area was \u00a3516 (\u00a326,906 per year).\n", "labels": "What percentage of the population of Herne Bay is under the age of 4?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-eee0181e660a4bf292cc674f107438ad"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Joe Hickey, his wife Cheryl and his cousin Marvin have developed a money-making scheme \u2013 they kidnap the child of rich parents, hold the child for 24 hours and demand ransom money from the father. They each have a specific role in the operation \u2013 Marvin kidnaps the child, Joe stays in the victims' house to control the mother, and Cheryl deals with the father. \nDr. Will Jennings is a research physician who has just had his big career break by patenting a new anesthetic drug. His wife, Karen Jennings, who was previously a nurse, is a stay-at-home mother to their daughter Abigail, aka Abby (Dakota Fanning). Joe targets Abigail as the next kidnapping victim and the trio begin to enact their usual plan.\nAbby is kidnapped by Joe and Marvin and they soon discover that she has asthma and is dependent on an inhaler pump. Marvin takes Abby to his cabin and Joe holds Karen hostage. Cheryl keeps Will at gunpoint and informs him of his daughter's kidnapping. It is subsequently revealed that Cheryl and Joe kidnapped Abby because they believe that Will is responsible for the recent death of their daughter Katie: Katie had a tumor and died while being operated on by Will. Will reveals that Katie died because of unforeseen bleeding accidentally caused by the head surgeon during the operation; the surgeon then lied to Joe and Cheryl, convincing them that Katie's death was as a result of negligence by Will in Katie's recovery to avoid scrutiny by them. It is revealed that Joe's real plan is not to let Abby go home after the ransom is paid, but rather, to keep her and raise her as his own daughter.\n", "labels": "Who portrays Dr. Jennings' daughter?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-3b21ae6e1c304aa0b2d84e14c70e1985"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 estate was requisitioned by the War Ministry from 1940 to 1945 as a local command, training, and ordnance centre. Little remains at the estate from World War II, except the hole created by a bomb dropped by the Luftwaffe. It was enlarged and is now used for swimming and canoeing.\nAfter the purchase of the original site in 1919, the purchase of Gilwellbury and adjoining land in 1945 is probably the next most important in Gilwell Park's Scouting history because it allowed The Scout Association to close the original road and fully utilize Branchet Field. It was originally used for small retreats and conferences but is now used as staff accommodation. The Ministry of Education assisted in the purchase.The Gilwell Farmhouse is believed to date from the early 18th century, making it the oldest original building at Gilwell Park. It is composed of two buildings that were joined together. There is a brick well head on the farm that is known as the Gil Well. A field adjoining the boundaries of Gilwell Park, known as Bill Oddie Field, affords dramatic views of the London skyline over Pole Hill, Chingford. The field was so-named after employees of The Scout Association spotted TV ornithologist Bill Oddie recording a programme about circling birds of prey on the field in 2006.\nAfter the war, the Boy Scout Association bought adjoining land to increase the estate and protect it from rapidly approaching new developments. These areas are called The Quick, New Field, and Hilly Field. An additional purchase and a donation from South Africa in the early 1950s brought the estate to its present size. This began an era of expanding camping facilities for Scouts which lasted until the early 1960s. Training and sleeping facilities were added through the early 1970s. The Boy Scout Association was renamed The Scout Association in 1967.\nDuring the 1970s, two key and popular facilities were built: the Dorothy Hughes Pack Holiday Centre for Cub Scouts and the Colquhoun International Centre for training Scouters, originally called The International Hall of Friendship. In the 1980s extensive remodelling of the White House was done. In April 2001, The Scout Association moved its program staff from London to Gilwell Park, where its training staff were already located. Extensive renovations were done to the White House and other buildings. With a budget of \u00a320,000,000 and individual contributions as high as \u00a3500,000, improvements to programs and facilities have been ongoing since then in preparation for the 21st World Scout Jamboree in 2007, which was the 100th anniversary of Scouting, hosted at nearby Hylands Park, Chelmsford, Essex with related activities also being held at Gilwell Park. Gilwell Park provides The Scout Association with over \u00a31,000,000 a year through conference fees, accommodation fees, and sales of materials.\n", "labels": "What is the original name of the organization that built two popular facilities in the 1970s?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e7124911f2574f05a98183681f2b029f"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 estate was requisitioned by the War Ministry from 1940 to 1945 as a local command, training, and ordnance centre. Little remains at the estate from World War II, except the hole created by a bomb dropped by the Luftwaffe. It was enlarged and is now used for swimming and canoeing.\nAfter the purchase of the original site in 1919, the purchase of Gilwellbury and adjoining land in 1945 is probably the next most important in Gilwell Park's Scouting history because it allowed The Scout Association to close the original road and fully utilize Branchet Field. It was originally used for small retreats and conferences but is now used as staff accommodation. The Ministry of Education assisted in the purchase.The Gilwell Farmhouse is believed to date from the early 18th century, making it the oldest original building at Gilwell Park. It is composed of two buildings that were joined together. There is a brick well head on the farm that is known as the Gil Well. A field adjoining the boundaries of Gilwell Park, known as Bill Oddie Field, affords dramatic views of the London skyline over Pole Hill, Chingford. The field was so-named after employees of The Scout Association spotted TV ornithologist Bill Oddie recording a programme about circling birds of prey on the field in 2006.\nAfter the war, the Boy Scout Association bought adjoining land to increase the estate and protect it from rapidly approaching new developments. These areas are called The Quick, New Field, and Hilly Field. An additional purchase and a donation from South Africa in the early 1950s brought the estate to its present size. This began an era of expanding camping facilities for Scouts which lasted until the early 1960s. Training and sleeping facilities were added through the early 1970s. The Boy Scout Association was renamed The Scout Association in 1967.\nDuring the 1970s, two key and popular facilities were built: the Dorothy Hughes Pack Holiday Centre for Cub Scouts and the Colquhoun International Centre for training Scouters, originally called The International Hall of Friendship. In the 1980s extensive remodelling of the White House was done. In April 2001, The Scout Association moved its program staff from London to Gilwell Park, where its training staff were already located. Extensive renovations were done to the White House and other buildings. With a budget of \u00a320,000,000 and individual contributions as high as \u00a3500,000, improvements to programs and facilities have been ongoing since then in preparation for the 21st World Scout Jamboree in 2007, which was the 100th anniversary of Scouting, hosted at nearby Hylands Park, Chelmsford, Essex with related activities also being held at Gilwell Park. Gilwell Park provides The Scout Association with over \u00a31,000,000 a year through conference fees, accommodation fees, and sales of materials.\n", "labels": "What estate was requisitioned by the War Ministry from 1940 to 1945 as a local command, training, and ordnance centre?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e7124911f2574f05a98183681f2b029f"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 estate was requisitioned by the War Ministry from 1940 to 1945 as a local command, training, and ordnance centre. Little remains at the estate from World War II, except the hole created by a bomb dropped by the Luftwaffe. It was enlarged and is now used for swimming and canoeing.\nAfter the purchase of the original site in 1919, the purchase of Gilwellbury and adjoining land in 1945 is probably the next most important in Gilwell Park's Scouting history because it allowed The Scout Association to close the original road and fully utilize Branchet Field. It was originally used for small retreats and conferences but is now used as staff accommodation. The Ministry of Education assisted in the purchase.The Gilwell Farmhouse is believed to date from the early 18th century, making it the oldest original building at Gilwell Park. It is composed of two buildings that were joined together. There is a brick well head on the farm that is known as the Gil Well. A field adjoining the boundaries of Gilwell Park, known as Bill Oddie Field, affords dramatic views of the London skyline over Pole Hill, Chingford. The field was so-named after employees of The Scout Association spotted TV ornithologist Bill Oddie recording a programme about circling birds of prey on the field in 2006.\nAfter the war, the Boy Scout Association bought adjoining land to increase the estate and protect it from rapidly approaching new developments. These areas are called The Quick, New Field, and Hilly Field. An additional purchase and a donation from South Africa in the early 1950s brought the estate to its present size. This began an era of expanding camping facilities for Scouts which lasted until the early 1960s. Training and sleeping facilities were added through the early 1970s. The Boy Scout Association was renamed The Scout Association in 1967.\nDuring the 1970s, two key and popular facilities were built: the Dorothy Hughes Pack Holiday Centre for Cub Scouts and the Colquhoun International Centre for training Scouters, originally called The International Hall of Friendship. In the 1980s extensive remodelling of the White House was done. In April 2001, The Scout Association moved its program staff from London to Gilwell Park, where its training staff were already located. Extensive renovations were done to the White House and other buildings. With a budget of \u00a320,000,000 and individual contributions as high as \u00a3500,000, improvements to programs and facilities have been ongoing since then in preparation for the 21st World Scout Jamboree in 2007, which was the 100th anniversary of Scouting, hosted at nearby Hylands Park, Chelmsford, Essex with related activities also being held at Gilwell Park. Gilwell Park provides The Scout Association with over \u00a31,000,000 a year through conference fees, accommodation fees, and sales of materials.\n", "labels": "What estate does little remain of from World War II?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e7124911f2574f05a98183681f2b029f"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 estate was requisitioned by the War Ministry from 1940 to 1945 as a local command, training, and ordnance centre. Little remains at the estate from World War II, except the hole created by a bomb dropped by the Luftwaffe. It was enlarged and is now used for swimming and canoeing.\nAfter the purchase of the original site in 1919, the purchase of Gilwellbury and adjoining land in 1945 is probably the next most important in Gilwell Park's Scouting history because it allowed The Scout Association to close the original road and fully utilize Branchet Field. It was originally used for small retreats and conferences but is now used as staff accommodation. The Ministry of Education assisted in the purchase.The Gilwell Farmhouse is believed to date from the early 18th century, making it the oldest original building at Gilwell Park. It is composed of two buildings that were joined together. There is a brick well head on the farm that is known as the Gil Well. A field adjoining the boundaries of Gilwell Park, known as Bill Oddie Field, affords dramatic views of the London skyline over Pole Hill, Chingford. The field was so-named after employees of The Scout Association spotted TV ornithologist Bill Oddie recording a programme about circling birds of prey on the field in 2006.\nAfter the war, the Boy Scout Association bought adjoining land to increase the estate and protect it from rapidly approaching new developments. These areas are called The Quick, New Field, and Hilly Field. An additional purchase and a donation from South Africa in the early 1950s brought the estate to its present size. This began an era of expanding camping facilities for Scouts which lasted until the early 1960s. Training and sleeping facilities were added through the early 1970s. The Boy Scout Association was renamed The Scout Association in 1967.\nDuring the 1970s, two key and popular facilities were built: the Dorothy Hughes Pack Holiday Centre for Cub Scouts and the Colquhoun International Centre for training Scouters, originally called The International Hall of Friendship. In the 1980s extensive remodelling of the White House was done. In April 2001, The Scout Association moved its program staff from London to Gilwell Park, where its training staff were already located. Extensive renovations were done to the White House and other buildings. With a budget of \u00a320,000,000 and individual contributions as high as \u00a3500,000, improvements to programs and facilities have been ongoing since then in preparation for the 21st World Scout Jamboree in 2007, which was the 100th anniversary of Scouting, hosted at nearby Hylands Park, Chelmsford, Essex with related activities also being held at Gilwell Park. Gilwell Park provides The Scout Association with over \u00a31,000,000 a year through conference fees, accommodation fees, and sales of materials.\n", "labels": "What estate has a hole created by a bomb dropped by the Luftwaffe?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e7124911f2574f05a98183681f2b029f"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 estate was requisitioned by the War Ministry from 1940 to 1945 as a local command, training, and ordnance centre. Little remains at the estate from World War II, except the hole created by a bomb dropped by the Luftwaffe. It was enlarged and is now used for swimming and canoeing.\nAfter the purchase of the original site in 1919, the purchase of Gilwellbury and adjoining land in 1945 is probably the next most important in Gilwell Park's Scouting history because it allowed The Scout Association to close the original road and fully utilize Branchet Field. It was originally used for small retreats and conferences but is now used as staff accommodation. The Ministry of Education assisted in the purchase.The Gilwell Farmhouse is believed to date from the early 18th century, making it the oldest original building at Gilwell Park. It is composed of two buildings that were joined together. There is a brick well head on the farm that is known as the Gil Well. A field adjoining the boundaries of Gilwell Park, known as Bill Oddie Field, affords dramatic views of the London skyline over Pole Hill, Chingford. The field was so-named after employees of The Scout Association spotted TV ornithologist Bill Oddie recording a programme about circling birds of prey on the field in 2006.\nAfter the war, the Boy Scout Association bought adjoining land to increase the estate and protect it from rapidly approaching new developments. These areas are called The Quick, New Field, and Hilly Field. An additional purchase and a donation from South Africa in the early 1950s brought the estate to its present size. This began an era of expanding camping facilities for Scouts which lasted until the early 1960s. Training and sleeping facilities were added through the early 1970s. The Boy Scout Association was renamed The Scout Association in 1967.\nDuring the 1970s, two key and popular facilities were built: the Dorothy Hughes Pack Holiday Centre for Cub Scouts and the Colquhoun International Centre for training Scouters, originally called The International Hall of Friendship. In the 1980s extensive remodelling of the White House was done. In April 2001, The Scout Association moved its program staff from London to Gilwell Park, where its training staff were already located. Extensive renovations were done to the White House and other buildings. With a budget of \u00a320,000,000 and individual contributions as high as \u00a3500,000, improvements to programs and facilities have been ongoing since then in preparation for the 21st World Scout Jamboree in 2007, which was the 100th anniversary of Scouting, hosted at nearby Hylands Park, Chelmsford, Essex with related activities also being held at Gilwell Park. Gilwell Park provides The Scout Association with over \u00a31,000,000 a year through conference fees, accommodation fees, and sales of materials.\n", "labels": "What purchase did the Ministry of Education assist in?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e7124911f2574f05a98183681f2b029f"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Pilots Philo and George are about to land a plane, only for Philo to accidentally knock out his contact lenses, causing the plane to malfunction and crash into a skyscraper. The destruction is then revealed to be a simulator and the duo was taking an exam in pilot school, causing the two to be attrited for unsatisfactory performance. Unemployed and out of options, they enroll in Weidermeyer Academy, one of the top stewardess schools in the country. George and Philo get put in a group full of misfits, including a lady wrestler whose fiance got cold feet, a frumpy overweight girl, an ex-prostitute whose probation officer arranged for her to enroll in Weidermeyer as part of a work-release program, a gay man, and an extremely clumsy woman. The group has standard classes about emergencies, etiquette, and antiterrorism, which they work through. Also as part of a test is a full-sized replica of an airplane with people to wait on, and some difficult people are selected such as a bratty little kid, a group of middle aged drunks, and surly ex-NFL player who refuses George's orders not to smoke. The group starts to gel together, with George learning to start applying himself to a career and Philo finding common ground with the \"jinx girl\" due to his similar eye problems.\n", "labels": "What is the nickname of the clumsy woman?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-491391ac1e774165b80b9173fe3c6cbb"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Pilots Philo and George are about to land a plane, only for Philo to accidentally knock out his contact lenses, causing the plane to malfunction and crash into a skyscraper. The destruction is then revealed to be a simulator and the duo was taking an exam in pilot school, causing the two to be attrited for unsatisfactory performance. Unemployed and out of options, they enroll in Weidermeyer Academy, one of the top stewardess schools in the country. George and Philo get put in a group full of misfits, including a lady wrestler whose fiance got cold feet, a frumpy overweight girl, an ex-prostitute whose probation officer arranged for her to enroll in Weidermeyer as part of a work-release program, a gay man, and an extremely clumsy woman. The group has standard classes about emergencies, etiquette, and antiterrorism, which they work through. Also as part of a test is a full-sized replica of an airplane with people to wait on, and some difficult people are selected such as a bratty little kid, a group of middle aged drunks, and surly ex-NFL player who refuses George's orders not to smoke. The group starts to gel together, with George learning to start applying himself to a career and Philo finding common ground with the \"jinx girl\" due to his similar eye problems.\n", "labels": "Who has something in common with the extremely clumsy woman?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-491391ac1e774165b80b9173fe3c6cbb"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 most famous geyser in the park, and perhaps the world, is Old Faithful geyser, located in Upper Geyser Basin. Castle Geyser, Lion Geyser and Beehive Geyser are in the same basin. The park contains the largest active geyser in the world\u2014Steamboat Geyser in the Norris Geyser Basin. A study that was completed in 2011 found that at least 1283 geysers have erupted in Yellowstone.  Of these, an average of 465 are active in a given year.  Yellowstone contains at least 10,000 thermal features altogether. Half of the world's geysers and hydrothermal features are concentrated in Yellowstone.\nIn May 2001, the U.S. Geological Survey, Yellowstone National Park, and the University of Utah created the Yellowstone Volcano Observatory (YVO), a partnership for long-term monitoring of the geological processes of the Yellowstone Plateau volcanic field, for disseminating information concerning the potential hazards of this geologically active region.In 2003, changes at the Norris Geyser Basin resulted in the temporary closure of some trails in the basin. New fumaroles were observed, and several geysers showed enhanced activity and increasing water temperatures. Several geysers became so hot that they were transformed into purely steaming features; the water had become superheated and they could no longer erupt normally. This coincided with the release of reports of a multiple year United States Geological Survey research project which mapped the bottom of Yellowstone Lake and identified a structural dome that had uplifted at some time in the past. Research indicated that these uplifts posed no immediate threat of a volcanic eruption, since they may have developed long ago, and there had been no temperature increase found near the uplifts. On March 10, 2004, a biologist discovered 5 dead bison which apparently had inhaled toxic geothermal gases trapped in the Norris Geyser Basin by a seasonal atmospheric inversion. This was closely followed by an upsurge of earthquake activity in April 2004. In 2006, it was reported that the Mallard Lake Dome and the Sour Creek Dome\u2014areas that have long been known to show significant changes in their ground movement\u2014had risen at a rate of 1.5 to 2.4 inches (3.8 to 6.1 cm) per year from mid\u20132004 through 2006. As of late 2007, the uplift has continued at a reduced rate. These events inspired a great deal of media attention and speculation about the geologic future of the region. Experts responded to the conjecture by informing the public that there was no increased risk of a volcanic eruption in the near future. However, these changes demonstrate the dynamic nature of the Yellowstone hydrothermal system.\n", "labels": "What is the full name of the park in which the most famous geyser, Old Faithful, is located in Upper Geyser Basin?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-933024760aaa487f9d1ad34b10795f8d"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 most famous geyser in the park, and perhaps the world, is Old Faithful geyser, located in Upper Geyser Basin. Castle Geyser, Lion Geyser and Beehive Geyser are in the same basin. The park contains the largest active geyser in the world\u2014Steamboat Geyser in the Norris Geyser Basin. A study that was completed in 2011 found that at least 1283 geysers have erupted in Yellowstone.  Of these, an average of 465 are active in a given year.  Yellowstone contains at least 10,000 thermal features altogether. Half of the world's geysers and hydrothermal features are concentrated in Yellowstone.\nIn May 2001, the U.S. Geological Survey, Yellowstone National Park, and the University of Utah created the Yellowstone Volcano Observatory (YVO), a partnership for long-term monitoring of the geological processes of the Yellowstone Plateau volcanic field, for disseminating information concerning the potential hazards of this geologically active region.In 2003, changes at the Norris Geyser Basin resulted in the temporary closure of some trails in the basin. New fumaroles were observed, and several geysers showed enhanced activity and increasing water temperatures. Several geysers became so hot that they were transformed into purely steaming features; the water had become superheated and they could no longer erupt normally. This coincided with the release of reports of a multiple year United States Geological Survey research project which mapped the bottom of Yellowstone Lake and identified a structural dome that had uplifted at some time in the past. Research indicated that these uplifts posed no immediate threat of a volcanic eruption, since they may have developed long ago, and there had been no temperature increase found near the uplifts. On March 10, 2004, a biologist discovered 5 dead bison which apparently had inhaled toxic geothermal gases trapped in the Norris Geyser Basin by a seasonal atmospheric inversion. This was closely followed by an upsurge of earthquake activity in April 2004. In 2006, it was reported that the Mallard Lake Dome and the Sour Creek Dome\u2014areas that have long been known to show significant changes in their ground movement\u2014had risen at a rate of 1.5 to 2.4 inches (3.8 to 6.1 cm) per year from mid\u20132004 through 2006. As of late 2007, the uplift has continued at a reduced rate. These events inspired a great deal of media attention and speculation about the geologic future of the region. Experts responded to the conjecture by informing the public that there was no increased risk of a volcanic eruption in the near future. However, these changes demonstrate the dynamic nature of the Yellowstone hydrothermal system.\n", "labels": "What is the full name of the park in which half of the world's geysers and hydrothermal features are concentrated?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-933024760aaa487f9d1ad34b10795f8d"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The first attempt at reclaiming Chat Moss took place at the start of the 19th century. In 1793 William Roscoe began work on reclaiming the smaller Trafford Moss, now part of Trafford Park. By 1798 that work was sufficiently advanced for Roscoe to enter into a lease of part of Chat Moss from the de Trafford family, but no reclamation work was carried out until 1805.Reclamation methods varied somewhat during the 19th century, but three basic operations featured; constructing drains at appropriate intervals; building a system of roads to allow access to the land so that materials such as clay, lime or marl could be dumped on it, to give it body; and fertilising the land by adding manure, often in the form of the euphemistically named night soil, collected from neighbouring towns.\nThe reclamation of Chat Moss and Trafford Moss was innovative in that instead of constructing roads to give access for the material to be dumped onto the bog, a movable light railway was developed. Narrow gauge track \u2013 which allowed the weight of the wagons to be spread evenly across an area of the bog \u2013 was temporarily laid down and then picked up and relaid elsewhere as needed. Roscoe was declared bankrupt in 1821, but the reclamation work continued under the stewardship of others who took over his leasehold interest, amongst them William Baines, the anti-Corn Law MP and owner of the Leeds Mercury newspaper.Between 1831 and 1851, the population of nearby Manchester increased by more than 150 per cent, putting considerable pressure on refuse disposal. The problem was exacerbated by a gradual switch from the 1870s onwards from the older cesspit methods of sewage disposal to pail closets, which required regular emptying. By the 1880s, Manchester was producing more than 200,000 tons (203,209 t) of refuse annually, about 75 per cent of that being night soil. In 1895, Manchester Corporation purchased 2,502 acres (1,013 ha) of Chat Moss known as Chat Moss Estate from Sir Humphrey de Trafford, with a view to using the moss as a refuse disposal site. The final price paid by the corporation was \u00a3137,531 7s 1d (equivalent to \u00a314.4 million in 2016).\n", "labels": "What is the full name of the person whose leasehold interest were taken over by others?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6f734acaf07d4c9d9be6ba2c12ee373e"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Marojejy National Park is located in the northeast of Madagascar between the towns of Andapa and Sambava and extends approximately 32 km (20 mi) from east to west and 22 km (14 mi) from north to south.  It is centered on the chain of mountains known as Marojejy Massif.  Despite a scientific survey of some of the other mountains in the region by the 1929 Mission Zoologique Franco-Anglo-Am\u00e9ricaine, Marojejy was not surveyed until 1937 when L.-J. Arragon of the Service G\u00e9ographique de Madagascar ascended Marojejy Est. Arragon did not conduct any field research during his visit.  The massif was not geologically described until after the French botanist Jean-Henri Humbert from the National Museum of Natural History in Paris explored the mountains in 1948.  Humbert had previously explored numerous mountain ranges in continental Africa before going to Marojejy. Between November 1948 and November 1950, he spent five months collecting 4,039 dried plant (herbarium) specimens for study.  After several expeditions, he published the book \"A Marvel of Nature\" in 1955, in which he claimed the massif was the most impressive range in all of Madagascar because of its size, floral diversity, and pristine natural state.Marojejy was set aside as one of Madagascar's strict nature reserves in 1952 largely due to Humbert's enthusiasm and support.  Under this protection, only research scientists were permitted to visit the site.  In 1998, Marojejy was converted into a national park and thus became open to visitors.Originally seen as a transition zone between the eastern rainforests and the central highlands, Marojejy is now recognized as having its own unique features, with some of the richest biodiversity on the island.  Several studies from the early 1970s through the 1990s surveyed the mountain ecosystems and inventoried the flora and fauna.  In 2007, Marojejy was listed as a World Heritage Site as part of the Rainforests of the Atsinanana. Due to illegal logging and trafficking of valuable hardwoods, and especially after the 2009 political crisis in Madagascar, the Rainforests of the Atsinanana was added to the list of World Heritage in Danger in 2010.\n", "labels": "What is the name of the location that the park in northeast Madagascar is a part of in terms of being a World Heritage Site?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-a07c3fedcc81497ea13bb0f327a631b3"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Marojejy National Park is located in the northeast of Madagascar between the towns of Andapa and Sambava and extends approximately 32 km (20 mi) from east to west and 22 km (14 mi) from north to south.  It is centered on the chain of mountains known as Marojejy Massif.  Despite a scientific survey of some of the other mountains in the region by the 1929 Mission Zoologique Franco-Anglo-Am\u00e9ricaine, Marojejy was not surveyed until 1937 when L.-J. Arragon of the Service G\u00e9ographique de Madagascar ascended Marojejy Est. Arragon did not conduct any field research during his visit.  The massif was not geologically described until after the French botanist Jean-Henri Humbert from the National Museum of Natural History in Paris explored the mountains in 1948.  Humbert had previously explored numerous mountain ranges in continental Africa before going to Marojejy. Between November 1948 and November 1950, he spent five months collecting 4,039 dried plant (herbarium) specimens for study.  After several expeditions, he published the book \"A Marvel of Nature\" in 1955, in which he claimed the massif was the most impressive range in all of Madagascar because of its size, floral diversity, and pristine natural state.Marojejy was set aside as one of Madagascar's strict nature reserves in 1952 largely due to Humbert's enthusiasm and support.  Under this protection, only research scientists were permitted to visit the site.  In 1998, Marojejy was converted into a national park and thus became open to visitors.Originally seen as a transition zone between the eastern rainforests and the central highlands, Marojejy is now recognized as having its own unique features, with some of the richest biodiversity on the island.  Several studies from the early 1970s through the 1990s surveyed the mountain ecosystems and inventoried the flora and fauna.  In 2007, Marojejy was listed as a World Heritage Site as part of the Rainforests of the Atsinanana. Due to illegal logging and trafficking of valuable hardwoods, and especially after the 2009 political crisis in Madagascar, the Rainforests of the Atsinanana was added to the list of World Heritage in Danger in 2010.\n", "labels": "What list was the site that was added as a World Heritage Site in 2007 added to in 2010?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-a07c3fedcc81497ea13bb0f327a631b3"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Marojejy National Park is located in the northeast of Madagascar between the towns of Andapa and Sambava and extends approximately 32 km (20 mi) from east to west and 22 km (14 mi) from north to south.  It is centered on the chain of mountains known as Marojejy Massif.  Despite a scientific survey of some of the other mountains in the region by the 1929 Mission Zoologique Franco-Anglo-Am\u00e9ricaine, Marojejy was not surveyed until 1937 when L.-J. Arragon of the Service G\u00e9ographique de Madagascar ascended Marojejy Est. Arragon did not conduct any field research during his visit.  The massif was not geologically described until after the French botanist Jean-Henri Humbert from the National Museum of Natural History in Paris explored the mountains in 1948.  Humbert had previously explored numerous mountain ranges in continental Africa before going to Marojejy. Between November 1948 and November 1950, he spent five months collecting 4,039 dried plant (herbarium) specimens for study.  After several expeditions, he published the book \"A Marvel of Nature\" in 1955, in which he claimed the massif was the most impressive range in all of Madagascar because of its size, floral diversity, and pristine natural state.Marojejy was set aside as one of Madagascar's strict nature reserves in 1952 largely due to Humbert's enthusiasm and support.  Under this protection, only research scientists were permitted to visit the site.  In 1998, Marojejy was converted into a national park and thus became open to visitors.Originally seen as a transition zone between the eastern rainforests and the central highlands, Marojejy is now recognized as having its own unique features, with some of the richest biodiversity on the island.  Several studies from the early 1970s through the 1990s surveyed the mountain ecosystems and inventoried the flora and fauna.  In 2007, Marojejy was listed as a World Heritage Site as part of the Rainforests of the Atsinanana. Due to illegal logging and trafficking of valuable hardwoods, and especially after the 2009 political crisis in Madagascar, the Rainforests of the Atsinanana was added to the list of World Heritage in Danger in 2010.\n", "labels": "In what year was the park that is between Andapa and Sambava converted to a national park?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-a07c3fedcc81497ea13bb0f327a631b3"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Neilston (Scots: Neilstoun, Scottish Gaelic: Baile N\u00e8ill, pronounced [pal\u0259\u02c8n\u025b\u02d0\u028e]) is a village and parish in East Renfrewshire in the west central Lowlands of Scotland. It is in the Levern Valley, 2 miles (3.2 km) southwest of Barrhead, 3.8 miles (6.1 km) south of Paisley, and 5.7 miles (9.2 km) south-southwest of Renfrew, at the southwestern fringe of the Greater Glasgow conurbation. Neilston is a dormitory village with a resident population of just over 5,000 people.\nNeilston is mentioned in documents from the 12th century, when the feudal lord Robert de Croc, endowed a chapel to Paisley Abbey to the North. Neilston Parish Church\u2014a Category B listed building\u2014is said to be on the site of this original chapel and has been at the centre of the community since 1163. Little remains of the original structure. Before industrialisation, Neilston was a scattered farming settlement composed of a series of single-storey houses, many of them thatched. Some domestic weaving was carried out using local flax. Water power from nearby streams ground corn and provided a suitable environment for bleaching the flax.\nThe urbanisation and development of Neilston came largely with the Industrial Revolution. Industrial scale textile processing was introduced to Neilston around the middle of the 18th century with the building of several cotton mills. Neilston became a centre for cotton and calico bleaching and printing in the 18th century, which developed into a spinning and dying industry, and continued into the early 20th century. Although Neilston is known as a former milling village, agriculture has played, and continues to play, an economic role. The annual Neilston Agricultural Show is an important trading and cultural event for farmers from southwest Scotland each spring.Although heavy industry died out in the latter half of the 20th century, as part of Scotland's densely populated Central Belt, Neilston has continued to grow as a commuter village, supported by its position between Paisley and Glasgow, from roughly 1,000 people in 1800 to 5,168 in 2001. Expansion continues due to several new housing developments.\n", "labels": "What was the 2001 population count of the town that was a centre for cotton and calico bleaching and printing?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-47f286e3d88e42ffb835678d19ecf339"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Neilston (Scots: Neilstoun, Scottish Gaelic: Baile N\u00e8ill, pronounced [pal\u0259\u02c8n\u025b\u02d0\u028e]) is a village and parish in East Renfrewshire in the west central Lowlands of Scotland. It is in the Levern Valley, 2 miles (3.2 km) southwest of Barrhead, 3.8 miles (6.1 km) south of Paisley, and 5.7 miles (9.2 km) south-southwest of Renfrew, at the southwestern fringe of the Greater Glasgow conurbation. Neilston is a dormitory village with a resident population of just over 5,000 people.\nNeilston is mentioned in documents from the 12th century, when the feudal lord Robert de Croc, endowed a chapel to Paisley Abbey to the North. Neilston Parish Church\u2014a Category B listed building\u2014is said to be on the site of this original chapel and has been at the centre of the community since 1163. Little remains of the original structure. Before industrialisation, Neilston was a scattered farming settlement composed of a series of single-storey houses, many of them thatched. Some domestic weaving was carried out using local flax. Water power from nearby streams ground corn and provided a suitable environment for bleaching the flax.\nThe urbanisation and development of Neilston came largely with the Industrial Revolution. Industrial scale textile processing was introduced to Neilston around the middle of the 18th century with the building of several cotton mills. Neilston became a centre for cotton and calico bleaching and printing in the 18th century, which developed into a spinning and dying industry, and continued into the early 20th century. Although Neilston is known as a former milling village, agriculture has played, and continues to play, an economic role. The annual Neilston Agricultural Show is an important trading and cultural event for farmers from southwest Scotland each spring.Although heavy industry died out in the latter half of the 20th century, as part of Scotland's densely populated Central Belt, Neilston has continued to grow as a commuter village, supported by its position between Paisley and Glasgow, from roughly 1,000 people in 1800 to 5,168 in 2001. Expansion continues due to several new housing developments.\n", "labels": "What major even brought urbanisation to the town that was a scattered farming settlement composed of a series of single-story houses?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-47f286e3d88e42ffb835678d19ecf339"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Mozart children were not alone as 18th-century music prodigies. Education writer Gary Spruce refers to hundreds of similar cases, and cites that of William Crotch of Norwich who in 1778, at the age of three, was giving organ recitals. British scholar Jane O'Connor explains the 18th century fascination with prodigies as \"the realisation of the potential entertainment and fiscal value of an individual child who was in some way extraordinary\". Other childhood contemporaries of Mozart included the violinist and composer Thomas Linley, born the same year as Wolfgang, and the organist prodigy Joseph Siegmund Bachmann. Mozart eventually became recognised among prodigies as the future standard for early success and promise.Of seven children born to Leopold and Anna Maria Mozart, only the fourth, Maria Anna (Nannerl), born 31 July 1751, and the youngest, Wolfgang Amadeus, born 27 January 1756, survived infancy. The children were educated at home, under Leopold's guidance, learning basic skills in reading, writing, drawing and arithmetic, together with some history and geography. Their musical education was aided by exposure to the constant rehearsing and playing of Leopold and his fellow musicians. When Nannerl was seven her father began to teach her to play the harpsichord, with Wolfgang looking on; according to Nannerl's own account \"the boy immediately showed his extraordinary, God-given talent. He often spent long periods at the clavier, picking out thirds, and his pleasure showed that they sounded good to him... When he was five years old he was composing little pieces which he would play to his father who would write them down\". A family friend, the poet Johann Andreas Schachtner, recounted that at the age of four Wolfgang began to compose a recognisable piano concerto, and was able to demonstrate a phenomenal sense of pitch.\n", "labels": "What are the first names of the two children whose musical education was aided by exposure to the constant rehearsing and playing of Leopold and his fellow musicians?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d74a4fcc56824eccbb6b9171082fd7a8"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Mozart children were not alone as 18th-century music prodigies. Education writer Gary Spruce refers to hundreds of similar cases, and cites that of William Crotch of Norwich who in 1778, at the age of three, was giving organ recitals. British scholar Jane O'Connor explains the 18th century fascination with prodigies as \"the realisation of the potential entertainment and fiscal value of an individual child who was in some way extraordinary\". Other childhood contemporaries of Mozart included the violinist and composer Thomas Linley, born the same year as Wolfgang, and the organist prodigy Joseph Siegmund Bachmann. Mozart eventually became recognised among prodigies as the future standard for early success and promise.Of seven children born to Leopold and Anna Maria Mozart, only the fourth, Maria Anna (Nannerl), born 31 July 1751, and the youngest, Wolfgang Amadeus, born 27 January 1756, survived infancy. The children were educated at home, under Leopold's guidance, learning basic skills in reading, writing, drawing and arithmetic, together with some history and geography. Their musical education was aided by exposure to the constant rehearsing and playing of Leopold and his fellow musicians. When Nannerl was seven her father began to teach her to play the harpsichord, with Wolfgang looking on; according to Nannerl's own account \"the boy immediately showed his extraordinary, God-given talent. He often spent long periods at the clavier, picking out thirds, and his pleasure showed that they sounded good to him... When he was five years old he was composing little pieces which he would play to his father who would write them down\". A family friend, the poet Johann Andreas Schachtner, recounted that at the age of four Wolfgang began to compose a recognisable piano concerto, and was able to demonstrate a phenomenal sense of pitch.\n", "labels": "What is the first name of Nannerl's father who began to teach her to play the harpsichord at age seven?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d74a4fcc56824eccbb6b9171082fd7a8"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Mozart children were not alone as 18th-century music prodigies. Education writer Gary Spruce refers to hundreds of similar cases, and cites that of William Crotch of Norwich who in 1778, at the age of three, was giving organ recitals. British scholar Jane O'Connor explains the 18th century fascination with prodigies as \"the realisation of the potential entertainment and fiscal value of an individual child who was in some way extraordinary\". Other childhood contemporaries of Mozart included the violinist and composer Thomas Linley, born the same year as Wolfgang, and the organist prodigy Joseph Siegmund Bachmann. Mozart eventually became recognised among prodigies as the future standard for early success and promise.Of seven children born to Leopold and Anna Maria Mozart, only the fourth, Maria Anna (Nannerl), born 31 July 1751, and the youngest, Wolfgang Amadeus, born 27 January 1756, survived infancy. The children were educated at home, under Leopold's guidance, learning basic skills in reading, writing, drawing and arithmetic, together with some history and geography. Their musical education was aided by exposure to the constant rehearsing and playing of Leopold and his fellow musicians. When Nannerl was seven her father began to teach her to play the harpsichord, with Wolfgang looking on; according to Nannerl's own account \"the boy immediately showed his extraordinary, God-given talent. He often spent long periods at the clavier, picking out thirds, and his pleasure showed that they sounded good to him... When he was five years old he was composing little pieces which he would play to his father who would write them down\". A family friend, the poet Johann Andreas Schachtner, recounted that at the age of four Wolfgang began to compose a recognisable piano concerto, and was able to demonstrate a phenomenal sense of pitch.\n", "labels": "What is the first name of the boy who, according to Nannerl, \" immediately showed his extraordinary, God-given talent\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d74a4fcc56824eccbb6b9171082fd7a8"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Mozart children were not alone as 18th-century music prodigies. Education writer Gary Spruce refers to hundreds of similar cases, and cites that of William Crotch of Norwich who in 1778, at the age of three, was giving organ recitals. British scholar Jane O'Connor explains the 18th century fascination with prodigies as \"the realisation of the potential entertainment and fiscal value of an individual child who was in some way extraordinary\". Other childhood contemporaries of Mozart included the violinist and composer Thomas Linley, born the same year as Wolfgang, and the organist prodigy Joseph Siegmund Bachmann. Mozart eventually became recognised among prodigies as the future standard for early success and promise.Of seven children born to Leopold and Anna Maria Mozart, only the fourth, Maria Anna (Nannerl), born 31 July 1751, and the youngest, Wolfgang Amadeus, born 27 January 1756, survived infancy. The children were educated at home, under Leopold's guidance, learning basic skills in reading, writing, drawing and arithmetic, together with some history and geography. Their musical education was aided by exposure to the constant rehearsing and playing of Leopold and his fellow musicians. When Nannerl was seven her father began to teach her to play the harpsichord, with Wolfgang looking on; according to Nannerl's own account \"the boy immediately showed his extraordinary, God-given talent. He often spent long periods at the clavier, picking out thirds, and his pleasure showed that they sounded good to him... When he was five years old he was composing little pieces which he would play to his father who would write them down\". A family friend, the poet Johann Andreas Schachtner, recounted that at the age of four Wolfgang began to compose a recognisable piano concerto, and was able to demonstrate a phenomenal sense of pitch.\n", "labels": "What is the first name of the person who often spent long periods at the clavier, picking out thirds?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d74a4fcc56824eccbb6b9171082fd7a8"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Mozart children were not alone as 18th-century music prodigies. Education writer Gary Spruce refers to hundreds of similar cases, and cites that of William Crotch of Norwich who in 1778, at the age of three, was giving organ recitals. British scholar Jane O'Connor explains the 18th century fascination with prodigies as \"the realisation of the potential entertainment and fiscal value of an individual child who was in some way extraordinary\". Other childhood contemporaries of Mozart included the violinist and composer Thomas Linley, born the same year as Wolfgang, and the organist prodigy Joseph Siegmund Bachmann. Mozart eventually became recognised among prodigies as the future standard for early success and promise.Of seven children born to Leopold and Anna Maria Mozart, only the fourth, Maria Anna (Nannerl), born 31 July 1751, and the youngest, Wolfgang Amadeus, born 27 January 1756, survived infancy. The children were educated at home, under Leopold's guidance, learning basic skills in reading, writing, drawing and arithmetic, together with some history and geography. Their musical education was aided by exposure to the constant rehearsing and playing of Leopold and his fellow musicians. When Nannerl was seven her father began to teach her to play the harpsichord, with Wolfgang looking on; according to Nannerl's own account \"the boy immediately showed his extraordinary, God-given talent. He often spent long periods at the clavier, picking out thirds, and his pleasure showed that they sounded good to him... When he was five years old he was composing little pieces which he would play to his father who would write them down\". A family friend, the poet Johann Andreas Schachtner, recounted that at the age of four Wolfgang began to compose a recognisable piano concerto, and was able to demonstrate a phenomenal sense of pitch.\n", "labels": "What is the first name of the person whose pleasure showed that the thirds he picked out on the clavier sounded good to him?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d74a4fcc56824eccbb6b9171082fd7a8"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Mozart children were not alone as 18th-century music prodigies. Education writer Gary Spruce refers to hundreds of similar cases, and cites that of William Crotch of Norwich who in 1778, at the age of three, was giving organ recitals. British scholar Jane O'Connor explains the 18th century fascination with prodigies as \"the realisation of the potential entertainment and fiscal value of an individual child who was in some way extraordinary\". Other childhood contemporaries of Mozart included the violinist and composer Thomas Linley, born the same year as Wolfgang, and the organist prodigy Joseph Siegmund Bachmann. Mozart eventually became recognised among prodigies as the future standard for early success and promise.Of seven children born to Leopold and Anna Maria Mozart, only the fourth, Maria Anna (Nannerl), born 31 July 1751, and the youngest, Wolfgang Amadeus, born 27 January 1756, survived infancy. The children were educated at home, under Leopold's guidance, learning basic skills in reading, writing, drawing and arithmetic, together with some history and geography. Their musical education was aided by exposure to the constant rehearsing and playing of Leopold and his fellow musicians. When Nannerl was seven her father began to teach her to play the harpsichord, with Wolfgang looking on; according to Nannerl's own account \"the boy immediately showed his extraordinary, God-given talent. He often spent long periods at the clavier, picking out thirds, and his pleasure showed that they sounded good to him... When he was five years old he was composing little pieces which he would play to his father who would write them down\". A family friend, the poet Johann Andreas Schachtner, recounted that at the age of four Wolfgang began to compose a recognisable piano concerto, and was able to demonstrate a phenomenal sense of pitch.\n", "labels": "What is the first name of the person whose father would write down the little pieces he would compose and play at the age of five?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d74a4fcc56824eccbb6b9171082fd7a8"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Mozart children were not alone as 18th-century music prodigies. Education writer Gary Spruce refers to hundreds of similar cases, and cites that of William Crotch of Norwich who in 1778, at the age of three, was giving organ recitals. British scholar Jane O'Connor explains the 18th century fascination with prodigies as \"the realisation of the potential entertainment and fiscal value of an individual child who was in some way extraordinary\". Other childhood contemporaries of Mozart included the violinist and composer Thomas Linley, born the same year as Wolfgang, and the organist prodigy Joseph Siegmund Bachmann. Mozart eventually became recognised among prodigies as the future standard for early success and promise.Of seven children born to Leopold and Anna Maria Mozart, only the fourth, Maria Anna (Nannerl), born 31 July 1751, and the youngest, Wolfgang Amadeus, born 27 January 1756, survived infancy. The children were educated at home, under Leopold's guidance, learning basic skills in reading, writing, drawing and arithmetic, together with some history and geography. Their musical education was aided by exposure to the constant rehearsing and playing of Leopold and his fellow musicians. When Nannerl was seven her father began to teach her to play the harpsichord, with Wolfgang looking on; according to Nannerl's own account \"the boy immediately showed his extraordinary, God-given talent. He often spent long periods at the clavier, picking out thirds, and his pleasure showed that they sounded good to him... When he was five years old he was composing little pieces which he would play to his father who would write them down\". A family friend, the poet Johann Andreas Schachtner, recounted that at the age of four Wolfgang began to compose a recognisable piano concerto, and was able to demonstrate a phenomenal sense of pitch.\n", "labels": "What is the first name of Wolfgang's father, who would write down the little pieces the five year old composed and played for him?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d74a4fcc56824eccbb6b9171082fd7a8"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Mozart children were not alone as 18th-century music prodigies. Education writer Gary Spruce refers to hundreds of similar cases, and cites that of William Crotch of Norwich who in 1778, at the age of three, was giving organ recitals. British scholar Jane O'Connor explains the 18th century fascination with prodigies as \"the realisation of the potential entertainment and fiscal value of an individual child who was in some way extraordinary\". Other childhood contemporaries of Mozart included the violinist and composer Thomas Linley, born the same year as Wolfgang, and the organist prodigy Joseph Siegmund Bachmann. Mozart eventually became recognised among prodigies as the future standard for early success and promise.Of seven children born to Leopold and Anna Maria Mozart, only the fourth, Maria Anna (Nannerl), born 31 July 1751, and the youngest, Wolfgang Amadeus, born 27 January 1756, survived infancy. The children were educated at home, under Leopold's guidance, learning basic skills in reading, writing, drawing and arithmetic, together with some history and geography. Their musical education was aided by exposure to the constant rehearsing and playing of Leopold and his fellow musicians. When Nannerl was seven her father began to teach her to play the harpsichord, with Wolfgang looking on; according to Nannerl's own account \"the boy immediately showed his extraordinary, God-given talent. He often spent long periods at the clavier, picking out thirds, and his pleasure showed that they sounded good to him... When he was five years old he was composing little pieces which he would play to his father who would write them down\". A family friend, the poet Johann Andreas Schachtner, recounted that at the age of four Wolfgang began to compose a recognisable piano concerto, and was able to demonstrate a phenomenal sense of pitch.\n", "labels": "What is the last name of the friend of the family that only had two of seven children survive childbirth who recounted hearing Wolfgang demonstrating phenomenal pitch at age four?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d74a4fcc56824eccbb6b9171082fd7a8"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Mozart children were not alone as 18th-century music prodigies. Education writer Gary Spruce refers to hundreds of similar cases, and cites that of William Crotch of Norwich who in 1778, at the age of three, was giving organ recitals. British scholar Jane O'Connor explains the 18th century fascination with prodigies as \"the realisation of the potential entertainment and fiscal value of an individual child who was in some way extraordinary\". Other childhood contemporaries of Mozart included the violinist and composer Thomas Linley, born the same year as Wolfgang, and the organist prodigy Joseph Siegmund Bachmann. Mozart eventually became recognised among prodigies as the future standard for early success and promise.Of seven children born to Leopold and Anna Maria Mozart, only the fourth, Maria Anna (Nannerl), born 31 July 1751, and the youngest, Wolfgang Amadeus, born 27 January 1756, survived infancy. The children were educated at home, under Leopold's guidance, learning basic skills in reading, writing, drawing and arithmetic, together with some history and geography. Their musical education was aided by exposure to the constant rehearsing and playing of Leopold and his fellow musicians. When Nannerl was seven her father began to teach her to play the harpsichord, with Wolfgang looking on; according to Nannerl's own account \"the boy immediately showed his extraordinary, God-given talent. He often spent long periods at the clavier, picking out thirds, and his pleasure showed that they sounded good to him... When he was five years old he was composing little pieces which he would play to his father who would write them down\". A family friend, the poet Johann Andreas Schachtner, recounted that at the age of four Wolfgang began to compose a recognisable piano concerto, and was able to demonstrate a phenomenal sense of pitch.\n", "labels": "What was the nickname of the sister of the boy who began composing pieces at age five?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d74a4fcc56824eccbb6b9171082fd7a8"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Kill 'Em All features intricate riffing reminiscent of the NWOBHM bands played at high velocity. The album is considered crucial in the thrash metal genesis because it introduced fast percussion, low-register chords, and shredding leads to the genre. Hammett played some pentatonic patterns in addition to his breakneck solos. Ulrich adopted a double time snare pattern that would become a mainstay on Metallica's subsequent albums. Hetfield's vocals evolved from the melodic wail on No Life 'til Leather to a rough-edged bark, and the entire band played faster and more accurately on Kill 'Em All. Music writer Joel McIver said Burton's and Hetfield's performances were nearly virtuosic, because of the smooth-sounding bass of the former and the precise picking skills of the latter. According to journalist Chuck Eddy, the juvenile lyrical approach to topics such as warfare, violence and life on the road gives the album a \"naive charm\". The musical approach on Kill 'Em All was in contrast to the glam metal bands who dominated the charts in the early 1980s. Because of its rebellious nature and Metallica's street appearance, it appealed to fans who were not into the mainstream of hard rock.\n\"Phantom Lord\" is a lyrical nod to devilry. The song begins with synthesized bass drone and contains a middle section with clean, arpeggiated guitar chords. Written by Mustaine, its central riff is in NWOBHM fashion. \"No Remorse\" is a mid-tempo song which suddenly accelerates its tempo in the fifth minute. The song is about not feeling any remorse or sense of repentance during battle. \"Seek & Destroy\" was inspired by Diamond Head's \"Dead Reckoning\" and is the first song Metallica recorded during the Kill 'Em All sessions. Hetfield wrote the main riff in his truck outside a Los Angeles sticker factory where he was working. Because of its simple, one-line chorus, the song became a permanent setlist fixture and a crowd singalong. \"Metal Militia\", one of the fastest songs on the album, is about heavy metal's way of life and nonconformity. Mustaine composed the main riff, which emulates a marching army. The song ends with tramping feet and bullet ricochet in a fade-out.\n", "labels": "What is the title of the song whose central rift is in NWOBHM fashion?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c7df358247ad4a1f9e912f2be99fd139"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Kill 'Em All features intricate riffing reminiscent of the NWOBHM bands played at high velocity. The album is considered crucial in the thrash metal genesis because it introduced fast percussion, low-register chords, and shredding leads to the genre. Hammett played some pentatonic patterns in addition to his breakneck solos. Ulrich adopted a double time snare pattern that would become a mainstay on Metallica's subsequent albums. Hetfield's vocals evolved from the melodic wail on No Life 'til Leather to a rough-edged bark, and the entire band played faster and more accurately on Kill 'Em All. Music writer Joel McIver said Burton's and Hetfield's performances were nearly virtuosic, because of the smooth-sounding bass of the former and the precise picking skills of the latter. According to journalist Chuck Eddy, the juvenile lyrical approach to topics such as warfare, violence and life on the road gives the album a \"naive charm\". The musical approach on Kill 'Em All was in contrast to the glam metal bands who dominated the charts in the early 1980s. Because of its rebellious nature and Metallica's street appearance, it appealed to fans who were not into the mainstream of hard rock.\n\"Phantom Lord\" is a lyrical nod to devilry. The song begins with synthesized bass drone and contains a middle section with clean, arpeggiated guitar chords. Written by Mustaine, its central riff is in NWOBHM fashion. \"No Remorse\" is a mid-tempo song which suddenly accelerates its tempo in the fifth minute. The song is about not feeling any remorse or sense of repentance during battle. \"Seek & Destroy\" was inspired by Diamond Head's \"Dead Reckoning\" and is the first song Metallica recorded during the Kill 'Em All sessions. Hetfield wrote the main riff in his truck outside a Los Angeles sticker factory where he was working. Because of its simple, one-line chorus, the song became a permanent setlist fixture and a crowd singalong. \"Metal Militia\", one of the fastest songs on the album, is about heavy metal's way of life and nonconformity. Mustaine composed the main riff, which emulates a marching army. The song ends with tramping feet and bullet ricochet in a fade-out.\n", "labels": "What is the title of the song that became a permanent setlist fixture and a crowd singalong?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c7df358247ad4a1f9e912f2be99fd139"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Kill 'Em All features intricate riffing reminiscent of the NWOBHM bands played at high velocity. The album is considered crucial in the thrash metal genesis because it introduced fast percussion, low-register chords, and shredding leads to the genre. Hammett played some pentatonic patterns in addition to his breakneck solos. Ulrich adopted a double time snare pattern that would become a mainstay on Metallica's subsequent albums. Hetfield's vocals evolved from the melodic wail on No Life 'til Leather to a rough-edged bark, and the entire band played faster and more accurately on Kill 'Em All. Music writer Joel McIver said Burton's and Hetfield's performances were nearly virtuosic, because of the smooth-sounding bass of the former and the precise picking skills of the latter. According to journalist Chuck Eddy, the juvenile lyrical approach to topics such as warfare, violence and life on the road gives the album a \"naive charm\". The musical approach on Kill 'Em All was in contrast to the glam metal bands who dominated the charts in the early 1980s. Because of its rebellious nature and Metallica's street appearance, it appealed to fans who were not into the mainstream of hard rock.\n\"Phantom Lord\" is a lyrical nod to devilry. The song begins with synthesized bass drone and contains a middle section with clean, arpeggiated guitar chords. Written by Mustaine, its central riff is in NWOBHM fashion. \"No Remorse\" is a mid-tempo song which suddenly accelerates its tempo in the fifth minute. The song is about not feeling any remorse or sense of repentance during battle. \"Seek & Destroy\" was inspired by Diamond Head's \"Dead Reckoning\" and is the first song Metallica recorded during the Kill 'Em All sessions. Hetfield wrote the main riff in his truck outside a Los Angeles sticker factory where he was working. Because of its simple, one-line chorus, the song became a permanent setlist fixture and a crowd singalong. \"Metal Militia\", one of the fastest songs on the album, is about heavy metal's way of life and nonconformity. Mustaine composed the main riff, which emulates a marching army. The song ends with tramping feet and bullet ricochet in a fade-out.\n", "labels": "What is the title of the song that ends with tramping feet and bullet ricochet in a fade-out?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c7df358247ad4a1f9e912f2be99fd139"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 film, director Ross McElwee gets married, finally putting an end to his family's worrying; his grandmother dies; his wife Marilyn has a miscarriage; and his father, a medical doctor, dies suddenly within a week of McElwee's wife's miscarriage. His mother had died of cancer ten years earlier and so McElwee returns to his father's house, where his father's housekeeper ministers to him about Christianity and faith.\nMcElwee goes to visit his friend Charleen, who is now living alone in a new apartment. She had lived on an island in an old two-story house abandoned by the U.S. Army; she and her husband worked to restore it and lived together there for years before becoming estranged. Charleen then lived there alone, but on returning home from a trip she finds that her husband has set fire to the house and died downstairs at the grand piano in an arson/suicide. Charleen has her husband's cremated remains in a bag inside a box and tries to get rid of them but can't bring herself to do it.\nMcElwee's brother is a successful doctor; on a visit to his brother's practice, Ross talks with his brother about their father's death, which took them both by surprise. Ross's brother receives a patient who has a large malignant tumor on her breast; the woman has had the tumor for years without seeking medical help. Ross's brother takes a slide of the tumor for his files; it has spread across much of her chest and is both multifaceted and multicolored. Ross incorporates his brother's interview with the woman\u2014and the slide his brother takes\u2014into his film, musing in voiceover about motivation and fatality and marvelling at the power of denial.\n", "labels": "What is the name of the character whose father's housekeeper lectures him about Christianity and faith?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e8a58ad31d84401ab068112e8ba1e6b0"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Japanese art since the Heian period (794\u20131185) had followed two principal paths: the nativist Yamato-e tradition, focusing on Japanese themes, best known by the works of the Tosa school; and Chinese-inspired kara-e in a variety of styles, such as the monochromatic ink wash painting of Sessh\u016b T\u014dy\u014d and his disciples.  The Kan\u014d school of painting incorporated features of both.Since antiquity, Japanese art had found patrons in the aristocracy, military governments, and religious authorities.  Until the 16th century, the lives of the common people had not been a main subject of painting, and even when they were included, the works were luxury items made for the ruling samurai and rich merchant classes.  Later works appeared by and for townspeople, including inexpensive monochromatic paintings of female beauties and scenes of the theatre and pleasure districts.  The hand-produced nature of these shikomi-e limited the scale of their production, a limit that was soon overcome by genres that turned to mass-produced woodblock printing.\nDuring a prolonged period of civil war in the 16th century, a class of politically powerful merchants had developed.  These machish\u016b allied themselves with the court and had power over local communities; their patronage of the arts encouraged a revival in the classical arts in the late 16th and early 17th centuries.  In the early 17th century Tokugawa Ieyasu (1543\u20131616) unified the country and was appointed sh\u014dgun with supreme power over Japan.  He consolidated his government in the village of Edo (modern Tokyo), and required the territorial lords to assemble there in alternate years with their entourages.  The demands of the growing capital drew many male labourers from the country, so that males came to make up nearly seventy percent of the population.  The village grew during the Edo period (1603\u20131867) from a population of 1800 to over a million in the 19th century.The centralized shogunate put an end to the power of the machish\u016b and divided the population into four social classes, with the ruling samurai class at the top and the merchant class at the bottom.  While deprived of their political influence, those of the merchant class most benefited from the rapidly expanding economy of the Edo period, and their improved lot allowed for leisure that many sought in the pleasure districts\u2014in particular Yoshiwara in Edo\u2014and collecting artworks to decorate their homes, which in earlier times had been well beyond their financial means.  The experience of the pleasure quarters was open to those of sufficient wealth, manners, and education.\n", "labels": "What is the full name of the person that was appointed shogun in the early 17th century of the country that had a prolonged civil war in the 16th century?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-fc385fe9f8644c9885cc776e79fa4e44"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 promotional clip for \"Something\" was shot in late October 1969, not long after Lennon had privately announced that he was leaving the band. By this time, the individual Beatles had drawn apart and so the film consisted of separate clips of each Beatle walking around his home, accompanied by his wife, edited together. Harrison's segment shows him and Boyd together in the garden at Kinfauns; in author John Winn's description, Harrison appears \"solemn\" while Boyd is seen \"smiling sweetly\" and \"sporting leather and fur coats\". Winn also comments on the attractiveness of all the wives in contrast to the unkempt appearance of McCartney, especially, who had sunk into depression at the realisation that the Beatles were over. The four segments were edited and compiled into a single film clip by Neil Aspinall. Writing in The New York Times following Aspinall's death in 2008, Allan Kozinn said: \"What Mr. Aspinall's idyllic film avoided showing was that the Beatles were at that point barely on speaking terms. In the film, no two Beatles are seen together.\"In 2015, following restoration overseen by Apple's Jonathan Clyde, the \"Something\" promo film was included in the Beatles' video compilation 1 and its expanded edition, 1+. Rolling Stone journalist Rob Sheffield comments on the significance of the clip, with regard to the band's history:\n[E]ach couple projects a totally different vibe \u2013 George and Patti peacocking in their hippie-royalty finery, Paul and Linda on the farm in Scotland with Martha the sheepdog, Ringo and Maureen goofing around on motorbikes, John and Yoko serene in their matching black robes. Each Beatle looks like he's found what he was looking for \u2013 but they're heading for four separate futures.\nIn her review of 1+, for Paste, Gillian Gaar says that with the Beatles' promotional films of their singles, from \"Love Me Do\" to \"Something\" (the last one they made during their career), \"you can see the development of the promo clip, progressing from a short film that simply served up a straight performance to a piece of work that was striving to be something more artistic.\".\n", "labels": "What is the last name of the Beatles band member at the Kinfauns garden?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e8af8cbc9a7c48f59a903a88f840b21b"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 promotional clip for \"Something\" was shot in late October 1969, not long after Lennon had privately announced that he was leaving the band. By this time, the individual Beatles had drawn apart and so the film consisted of separate clips of each Beatle walking around his home, accompanied by his wife, edited together. Harrison's segment shows him and Boyd together in the garden at Kinfauns; in author John Winn's description, Harrison appears \"solemn\" while Boyd is seen \"smiling sweetly\" and \"sporting leather and fur coats\". Winn also comments on the attractiveness of all the wives in contrast to the unkempt appearance of McCartney, especially, who had sunk into depression at the realisation that the Beatles were over. The four segments were edited and compiled into a single film clip by Neil Aspinall. Writing in The New York Times following Aspinall's death in 2008, Allan Kozinn said: \"What Mr. Aspinall's idyllic film avoided showing was that the Beatles were at that point barely on speaking terms. In the film, no two Beatles are seen together.\"In 2015, following restoration overseen by Apple's Jonathan Clyde, the \"Something\" promo film was included in the Beatles' video compilation 1 and its expanded edition, 1+. Rolling Stone journalist Rob Sheffield comments on the significance of the clip, with regard to the band's history:\n[E]ach couple projects a totally different vibe \u2013 George and Patti peacocking in their hippie-royalty finery, Paul and Linda on the farm in Scotland with Martha the sheepdog, Ringo and Maureen goofing around on motorbikes, John and Yoko serene in their matching black robes. Each Beatle looks like he's found what he was looking for \u2013 but they're heading for four separate futures.\nIn her review of 1+, for Paste, Gillian Gaar says that with the Beatles' promotional films of their singles, from \"Love Me Do\" to \"Something\" (the last one they made during their career), \"you can see the development of the promo clip, progressing from a short film that simply served up a straight performance to a piece of work that was striving to be something more artistic.\".\n", "labels": "What are the first names of the couple in matching robes?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e8af8cbc9a7c48f59a903a88f840b21b"}]