[{"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Sir Henry Joseph Wood  (3 March 1869 \u2013 19 August 1944) was an English conductor best known for his association with London's annual series of promenade concerts, known as the Proms.  He conducted them for nearly half a century, introducing hundreds of new works to British audiences. After his death, the concerts were officially renamed in his honour as the \"Henry Wood Promenade Concerts\", although they continued to be generally referred to as \"the Proms\".\nBorn in modest circumstances to parents who encouraged his musical talent, Wood started his career as an organist. During his studies at the Royal Academy of Music, he came under the influence of the voice teacher Manuel Garcia and became his accompanist. After similar work for Richard D'Oyly Carte's opera companies on the works of Arthur Sullivan and others, Wood became the conductor of a small operatic touring company.  He was soon engaged by the larger Carl Rosa Opera Company. One notable event in his operatic career was conducting the British premiere of Tchaikovsky's Eugene Onegin in 1892.\nFrom the mid-1890s until his death, Wood focused on concert conducting. He was engaged by the impresario Robert Newman to conduct a series of promenade concerts at the Queen's Hall, offering a mixture of classical and popular music at low prices. The series was successful, and Wood conducted annual promenade series until his death in 1944. By the 1920s, Wood had steered the repertoire entirely to classical music.  When the Queen's Hall was destroyed by bombing in 1941, the Proms moved to the Royal Albert Hall.\nWood declined the chief conductorships of the New York Philharmonic and Boston Symphony Orchestras, believing it his duty to serve music in the United Kingdom. In addition to the Proms, he conducted concerts and festivals throughout the country and also trained the student orchestra at the Royal Academy of Music. He had an enormous influence on the musical life of Britain over his long career: he and Newman greatly improved access to classical music, and Wood raised the standard of orchestral playing and nurtured the taste of the public, presenting a vast repertoire of music spanning four centuries.\n", "labels": "What is the last name of the person who conducted promenade concerts in London for nearly half a century?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5ff840010f154dcc88149dbfb2e39e04"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Sir Henry Joseph Wood  (3 March 1869 \u2013 19 August 1944) was an English conductor best known for his association with London's annual series of promenade concerts, known as the Proms.  He conducted them for nearly half a century, introducing hundreds of new works to British audiences. After his death, the concerts were officially renamed in his honour as the \"Henry Wood Promenade Concerts\", although they continued to be generally referred to as \"the Proms\".\nBorn in modest circumstances to parents who encouraged his musical talent, Wood started his career as an organist. During his studies at the Royal Academy of Music, he came under the influence of the voice teacher Manuel Garcia and became his accompanist. After similar work for Richard D'Oyly Carte's opera companies on the works of Arthur Sullivan and others, Wood became the conductor of a small operatic touring company.  He was soon engaged by the larger Carl Rosa Opera Company. One notable event in his operatic career was conducting the British premiere of Tchaikovsky's Eugene Onegin in 1892.\nFrom the mid-1890s until his death, Wood focused on concert conducting. He was engaged by the impresario Robert Newman to conduct a series of promenade concerts at the Queen's Hall, offering a mixture of classical and popular music at low prices. The series was successful, and Wood conducted annual promenade series until his death in 1944. By the 1920s, Wood had steered the repertoire entirely to classical music.  When the Queen's Hall was destroyed by bombing in 1941, the Proms moved to the Royal Albert Hall.\nWood declined the chief conductorships of the New York Philharmonic and Boston Symphony Orchestras, believing it his duty to serve music in the United Kingdom. In addition to the Proms, he conducted concerts and festivals throughout the country and also trained the student orchestra at the Royal Academy of Music. He had an enormous influence on the musical life of Britain over his long career: he and Newman greatly improved access to classical music, and Wood raised the standard of orchestral playing and nurtured the taste of the public, presenting a vast repertoire of music spanning four centuries.\n", "labels": "What is the last name of the person who offered a mixture of classical and popular music at low prices?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5ff840010f154dcc88149dbfb2e39e04"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Sir Henry Joseph Wood  (3 March 1869 \u2013 19 August 1944) was an English conductor best known for his association with London's annual series of promenade concerts, known as the Proms.  He conducted them for nearly half a century, introducing hundreds of new works to British audiences. After his death, the concerts were officially renamed in his honour as the \"Henry Wood Promenade Concerts\", although they continued to be generally referred to as \"the Proms\".\nBorn in modest circumstances to parents who encouraged his musical talent, Wood started his career as an organist. During his studies at the Royal Academy of Music, he came under the influence of the voice teacher Manuel Garcia and became his accompanist. After similar work for Richard D'Oyly Carte's opera companies on the works of Arthur Sullivan and others, Wood became the conductor of a small operatic touring company.  He was soon engaged by the larger Carl Rosa Opera Company. One notable event in his operatic career was conducting the British premiere of Tchaikovsky's Eugene Onegin in 1892.\nFrom the mid-1890s until his death, Wood focused on concert conducting. He was engaged by the impresario Robert Newman to conduct a series of promenade concerts at the Queen's Hall, offering a mixture of classical and popular music at low prices. The series was successful, and Wood conducted annual promenade series until his death in 1944. By the 1920s, Wood had steered the repertoire entirely to classical music.  When the Queen's Hall was destroyed by bombing in 1941, the Proms moved to the Royal Albert Hall.\nWood declined the chief conductorships of the New York Philharmonic and Boston Symphony Orchestras, believing it his duty to serve music in the United Kingdom. In addition to the Proms, he conducted concerts and festivals throughout the country and also trained the student orchestra at the Royal Academy of Music. He had an enormous influence on the musical life of Britain over his long career: he and Newman greatly improved access to classical music, and Wood raised the standard of orchestral playing and nurtured the taste of the public, presenting a vast repertoire of music spanning four centuries.\n", "labels": "What is the last name of the person who conducted the Proms for nearly half a century?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5ff840010f154dcc88149dbfb2e39e04"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Sir Henry Joseph Wood  (3 March 1869 \u2013 19 August 1944) was an English conductor best known for his association with London's annual series of promenade concerts, known as the Proms.  He conducted them for nearly half a century, introducing hundreds of new works to British audiences. After his death, the concerts were officially renamed in his honour as the \"Henry Wood Promenade Concerts\", although they continued to be generally referred to as \"the Proms\".\nBorn in modest circumstances to parents who encouraged his musical talent, Wood started his career as an organist. During his studies at the Royal Academy of Music, he came under the influence of the voice teacher Manuel Garcia and became his accompanist. After similar work for Richard D'Oyly Carte's opera companies on the works of Arthur Sullivan and others, Wood became the conductor of a small operatic touring company.  He was soon engaged by the larger Carl Rosa Opera Company. One notable event in his operatic career was conducting the British premiere of Tchaikovsky's Eugene Onegin in 1892.\nFrom the mid-1890s until his death, Wood focused on concert conducting. He was engaged by the impresario Robert Newman to conduct a series of promenade concerts at the Queen's Hall, offering a mixture of classical and popular music at low prices. The series was successful, and Wood conducted annual promenade series until his death in 1944. By the 1920s, Wood had steered the repertoire entirely to classical music.  When the Queen's Hall was destroyed by bombing in 1941, the Proms moved to the Royal Albert Hall.\nWood declined the chief conductorships of the New York Philharmonic and Boston Symphony Orchestras, believing it his duty to serve music in the United Kingdom. In addition to the Proms, he conducted concerts and festivals throughout the country and also trained the student orchestra at the Royal Academy of Music. He had an enormous influence on the musical life of Britain over his long career: he and Newman greatly improved access to classical music, and Wood raised the standard of orchestral playing and nurtured the taste of the public, presenting a vast repertoire of music spanning four centuries.\n", "labels": "What is the last name of the person who had concerts officially renamed in his honor after he died?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5ff840010f154dcc88149dbfb2e39e04"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Sir Henry Joseph Wood  (3 March 1869 \u2013 19 August 1944) was an English conductor best known for his association with London's annual series of promenade concerts, known as the Proms.  He conducted them for nearly half a century, introducing hundreds of new works to British audiences. After his death, the concerts were officially renamed in his honour as the \"Henry Wood Promenade Concerts\", although they continued to be generally referred to as \"the Proms\".\nBorn in modest circumstances to parents who encouraged his musical talent, Wood started his career as an organist. During his studies at the Royal Academy of Music, he came under the influence of the voice teacher Manuel Garcia and became his accompanist. After similar work for Richard D'Oyly Carte's opera companies on the works of Arthur Sullivan and others, Wood became the conductor of a small operatic touring company.  He was soon engaged by the larger Carl Rosa Opera Company. One notable event in his operatic career was conducting the British premiere of Tchaikovsky's Eugene Onegin in 1892.\nFrom the mid-1890s until his death, Wood focused on concert conducting. He was engaged by the impresario Robert Newman to conduct a series of promenade concerts at the Queen's Hall, offering a mixture of classical and popular music at low prices. The series was successful, and Wood conducted annual promenade series until his death in 1944. By the 1920s, Wood had steered the repertoire entirely to classical music.  When the Queen's Hall was destroyed by bombing in 1941, the Proms moved to the Royal Albert Hall.\nWood declined the chief conductorships of the New York Philharmonic and Boston Symphony Orchestras, believing it his duty to serve music in the United Kingdom. In addition to the Proms, he conducted concerts and festivals throughout the country and also trained the student orchestra at the Royal Academy of Music. He had an enormous influence on the musical life of Britain over his long career: he and Newman greatly improved access to classical music, and Wood raised the standard of orchestral playing and nurtured the taste of the public, presenting a vast repertoire of music spanning four centuries.\n", "labels": "What is the last name of the person in whose operatic career one notable event was was conducting the British premiere of Tchaikovsky's Eugene Onegin in 1892?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5ff840010f154dcc88149dbfb2e39e04"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 town of Herne Bay took its name from the neighbouring village of Herne, two kilometres inland from the bay. The word herne, meaning a place on a corner of land, evolved from the Old English hyrne, meaning corner. The village was first recorded in around 1100 as Hyrnan. The corner may relate to the sharp turn in the minor Roman road between Canterbury and Reculver at Herne.One of the oldest buildings in Herne Bay is the late 18th-century inn The Ship, which served as the focal point for the small shipping and farming community that first inhabited the town. During this time, passenger and cargo boats regularly ran between Herne Bay and London and boats carrying coal ran from Newcastle. From Herne, there was easy access by road to the city of Canterbury and to Dover, where further passage by boat could then be obtained across the English Channel to France.\nThe 1801 census recorded Herne Bay, including Herne, as having a population of 1,232. During the early 19th century, a smugglers' gang operated from the town. The gang were regularly involved in a series of fights with the preventive services until finally being overpowered in the 1820s. In the 1830s, a group of London investors, who recognised Herne Bay's potential as a seaside resort, built a wooden pier and a promenade on the town's seafront. This and the subsequent building of a railway station led to the rapid expansion of the town; between 1831 and 1841 the town's population grew from 1,876 to 3,041. The London businessmen intended to rename the town St Augustine's, but the name was unpopular with residents and the name \"Herne Bay\" remained. In 1833, an Act of Parliament established Herne Bay and Herne as separate towns. Local landowner Sir Henry Oxenden donated a piece of ground for the site of the town's first church, Christ Church, which was opened in 1834. In 1837, Mrs Ann Thwaytes, a wealthy lady from London, donated around \u00a34,000 to build a 75 feet (23 m) clock tower on the town's seafront. It is believed to be the first freestanding, purpose-built clock tower in the world.During the 1840s, steamboats began running between Herne Bay and London. There was a type of beach boat unique to Herne Bay and nearby Thanet, known as the Thanet wherry, a narrow pulling boat about 18 feet (5 m) long. These boats were mainly used for fishing; however, with the advent of tourism and the decline of fishing, they became mainly used for pleasure trips. A document dated 1840 records the town as having the following schools, all of which are now defunct: Haddington boarding school, Oxenden House, The British School, Prospect Place and Herne Street School. The village of Herne was often called Herne Street around this time. The same document also mentions the still-existing Rodney Head, The Ship and Upper Red Lion inns.\n", "labels": "What were the names of the schools documented in the town of Herne Bay?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c465584f2bdd441cb319bf57561a5891"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The equestrian statue of Edward Horner stands inside St Andrew's Church in the village of Mells in Somerset, south-western England. It was designed by the architect Sir Edwin Lutyens, as a memorial to Edward Horner, who died of wounds in the First World War. The sculpture was executed by Alfred Munnings.\nEdward Horner was the only surviving son and heir of Sir John and Lady Frances Horner of Mells Manor and a member of an extended upper-class social group known as the Coterie, many of whom were killed in the war; the group included his fianc\u00e9e and his future brother-in-law. Shortly after the war broke out, he was a yeomanry officer in the part-time Territorial Force but he was keen to join the fighting on the Western Front and obtained a transfer to a cavalry regiment through his family's connections. He was wounded in May 1915 and did not return to the war until early 1917. He was assigned a staff post but again secured a transfer to the front line. Shortly after his return to the fighting, on 21 November 1917, he was wounded again; he died the same day.\nLutyens was a friend of the Horner family, having designed multiple buildings and structures for them since the beginning of the 20th century. As well as Horner's memorial, he designed a memorial to Raymond Asquith (also in St Andrew's Church), and Mells War Memorial in the centre of the village. For Horner's memorial, Lutyens designed the plinth himself, and engaged the renowned equestrian painter and war artist Alfred Munnings for the latter's first public work of sculpture. The plinth is in Portland stone and set into it is Horner's original grave marker; the family's coat of arms is carved into the front, while the sides bear various dedicatory inscriptions. The statue is a bronze of a cavalry officer on horseback, bare-headed, with his helmet and sword on the horse's saddle. Lutyens was known for abstract and ecumenical themes in his war memorial designs, but the statue of Horner is an example of his use of more conventional imagery to commemorate an individual. Installed in the Horner family chapel in St Andrew's Church in 1920 at a cost of \u00a31,000, it was moved to its present location in the church in 2007.\n", "labels": "What is the first name of the person who engaged the renowned equestrian painter and war artist Alfred Munnings?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8695314c9f414745882f1796d9b9e82b"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The equestrian statue of Edward Horner stands inside St Andrew's Church in the village of Mells in Somerset, south-western England. It was designed by the architect Sir Edwin Lutyens, as a memorial to Edward Horner, who died of wounds in the First World War. The sculpture was executed by Alfred Munnings.\nEdward Horner was the only surviving son and heir of Sir John and Lady Frances Horner of Mells Manor and a member of an extended upper-class social group known as the Coterie, many of whom were killed in the war; the group included his fianc\u00e9e and his future brother-in-law. Shortly after the war broke out, he was a yeomanry officer in the part-time Territorial Force but he was keen to join the fighting on the Western Front and obtained a transfer to a cavalry regiment through his family's connections. He was wounded in May 1915 and did not return to the war until early 1917. He was assigned a staff post but again secured a transfer to the front line. Shortly after his return to the fighting, on 21 November 1917, he was wounded again; he died the same day.\nLutyens was a friend of the Horner family, having designed multiple buildings and structures for them since the beginning of the 20th century. As well as Horner's memorial, he designed a memorial to Raymond Asquith (also in St Andrew's Church), and Mells War Memorial in the centre of the village. For Horner's memorial, Lutyens designed the plinth himself, and engaged the renowned equestrian painter and war artist Alfred Munnings for the latter's first public work of sculpture. The plinth is in Portland stone and set into it is Horner's original grave marker; the family's coat of arms is carved into the front, while the sides bear various dedicatory inscriptions. The statue is a bronze of a cavalry officer on horseback, bare-headed, with his helmet and sword on the horse's saddle. Lutyens was known for abstract and ecumenical themes in his war memorial designs, but the statue of Horner is an example of his use of more conventional imagery to commemorate an individual. Installed in the Horner family chapel in St Andrew's Church in 1920 at a cost of \u00a31,000, it was moved to its present location in the church in 2007.\n", "labels": "What was the first name of the person who was a yeomanry officer in the part-time Territorial Force?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8695314c9f414745882f1796d9b9e82b"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The equestrian statue of Edward Horner stands inside St Andrew's Church in the village of Mells in Somerset, south-western England. It was designed by the architect Sir Edwin Lutyens, as a memorial to Edward Horner, who died of wounds in the First World War. The sculpture was executed by Alfred Munnings.\nEdward Horner was the only surviving son and heir of Sir John and Lady Frances Horner of Mells Manor and a member of an extended upper-class social group known as the Coterie, many of whom were killed in the war; the group included his fianc\u00e9e and his future brother-in-law. Shortly after the war broke out, he was a yeomanry officer in the part-time Territorial Force but he was keen to join the fighting on the Western Front and obtained a transfer to a cavalry regiment through his family's connections. He was wounded in May 1915 and did not return to the war until early 1917. He was assigned a staff post but again secured a transfer to the front line. Shortly after his return to the fighting, on 21 November 1917, he was wounded again; he died the same day.\nLutyens was a friend of the Horner family, having designed multiple buildings and structures for them since the beginning of the 20th century. As well as Horner's memorial, he designed a memorial to Raymond Asquith (also in St Andrew's Church), and Mells War Memorial in the centre of the village. For Horner's memorial, Lutyens designed the plinth himself, and engaged the renowned equestrian painter and war artist Alfred Munnings for the latter's first public work of sculpture. The plinth is in Portland stone and set into it is Horner's original grave marker; the family's coat of arms is carved into the front, while the sides bear various dedicatory inscriptions. The statue is a bronze of a cavalry officer on horseback, bare-headed, with his helmet and sword on the horse's saddle. Lutyens was known for abstract and ecumenical themes in his war memorial designs, but the statue of Horner is an example of his use of more conventional imagery to commemorate an individual. Installed in the Horner family chapel in St Andrew's Church in 1920 at a cost of \u00a31,000, it was moved to its present location in the church in 2007.\n", "labels": "What is the first name of the person who was keen to join the fighting on the Western Front ?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8695314c9f414745882f1796d9b9e82b"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The museum's founder Sigur\u00f0ur Hjartarson worked as a teacher and principal for 37 years, teaching history and Spanish at Reykjav\u00edk's Hamrahlid College for the last 26 years before his retirement. As a child, he owned a bull's pizzle, which was given to him to use as a cattle whip. He began collecting penises after a friend heard the story of the bull's penis in 1974 and gave him four new ones, three of which Sigur\u00f0ur gave to friends. Acquaintances at whaling stations began bringing him whale penises as well, and the collection grew from there, expanding through donations and acquisitions from various sources around Iceland.The organs of farm animals came from slaughterhouses, while fishermen supplied those of pinnipeds and the smaller whales. The penises of larger whales came from commercial whaling stations, although this source dried up after the International Whaling Commission implemented a global ban on commercial whaling in 1986. Sigur\u00f0ur was able to continue to collect whale penises by harvesting them from the 12\u201316 whales that fall victim to stranding on the Icelandic coast each year. He also obtained the penis of a polar bear shot by fishermen who found the animal drifting on drift ice off the Westfjords.Sigur\u00f0ur was assisted by his family, though not without some occasional embarrassment. His daughter \u00deorger\u00f0ur recalls that she was once sent to a slaughterhouse to collect a specimen but arrived just as the workers were taking a lunch break: \"Someone asked, 'What's in the basket?' I had to say, 'I'm collecting a frozen goat penis.' After that I said, 'I will never collect for you again.'\" According to Sigur\u00f0ur, \"Collecting penises is like collecting anything. You can never stop, you can never catch up, you can always get a new one, a better one.\"\nThe collection was at first housed in Sigur\u00f0ur's office at the college until he retired from his teaching job. He decided, more as a hobby than a job, to put it on public display in Reykjav\u00edk and was awarded a grant from the city council of ISK 200,000 to support the opening of a museum in August 1997. By 2003, it was attracting 5,200 visitors a year, of which 4,200 were from abroad. He put the museum up for sale in 2003, but also offered it to the city of Reykjav\u00edk as a gift. However, he was unsuccessful in obtaining financial support from the state or city. When he retired in 2004, he could no longer afford the rent on the museum's premises.\n", "labels": "What is the first name of the person who, as a child, owned a bull's pizzle?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f531b44e052649cb807ca7f8e2429622"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The museum's founder Sigur\u00f0ur Hjartarson worked as a teacher and principal for 37 years, teaching history and Spanish at Reykjav\u00edk's Hamrahlid College for the last 26 years before his retirement. As a child, he owned a bull's pizzle, which was given to him to use as a cattle whip. He began collecting penises after a friend heard the story of the bull's penis in 1974 and gave him four new ones, three of which Sigur\u00f0ur gave to friends. Acquaintances at whaling stations began bringing him whale penises as well, and the collection grew from there, expanding through donations and acquisitions from various sources around Iceland.The organs of farm animals came from slaughterhouses, while fishermen supplied those of pinnipeds and the smaller whales. The penises of larger whales came from commercial whaling stations, although this source dried up after the International Whaling Commission implemented a global ban on commercial whaling in 1986. Sigur\u00f0ur was able to continue to collect whale penises by harvesting them from the 12\u201316 whales that fall victim to stranding on the Icelandic coast each year. He also obtained the penis of a polar bear shot by fishermen who found the animal drifting on drift ice off the Westfjords.Sigur\u00f0ur was assisted by his family, though not without some occasional embarrassment. His daughter \u00deorger\u00f0ur recalls that she was once sent to a slaughterhouse to collect a specimen but arrived just as the workers were taking a lunch break: \"Someone asked, 'What's in the basket?' I had to say, 'I'm collecting a frozen goat penis.' After that I said, 'I will never collect for you again.'\" According to Sigur\u00f0ur, \"Collecting penises is like collecting anything. You can never stop, you can never catch up, you can always get a new one, a better one.\"\nThe collection was at first housed in Sigur\u00f0ur's office at the college until he retired from his teaching job. He decided, more as a hobby than a job, to put it on public display in Reykjav\u00edk and was awarded a grant from the city council of ISK 200,000 to support the opening of a museum in August 1997. By 2003, it was attracting 5,200 visitors a year, of which 4,200 were from abroad. He put the museum up for sale in 2003, but also offered it to the city of Reykjav\u00edk as a gift. However, he was unsuccessful in obtaining financial support from the state or city. When he retired in 2004, he could no longer afford the rent on the museum's premises.\n", "labels": "What is the last name of the person whose daughter recalls that she was once sent to a slaughterhouse to collect a specimen but arrived just as the workers were taking a lunch break?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f531b44e052649cb807ca7f8e2429622"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The museum's founder Sigur\u00f0ur Hjartarson worked as a teacher and principal for 37 years, teaching history and Spanish at Reykjav\u00edk's Hamrahlid College for the last 26 years before his retirement. As a child, he owned a bull's pizzle, which was given to him to use as a cattle whip. He began collecting penises after a friend heard the story of the bull's penis in 1974 and gave him four new ones, three of which Sigur\u00f0ur gave to friends. Acquaintances at whaling stations began bringing him whale penises as well, and the collection grew from there, expanding through donations and acquisitions from various sources around Iceland.The organs of farm animals came from slaughterhouses, while fishermen supplied those of pinnipeds and the smaller whales. The penises of larger whales came from commercial whaling stations, although this source dried up after the International Whaling Commission implemented a global ban on commercial whaling in 1986. Sigur\u00f0ur was able to continue to collect whale penises by harvesting them from the 12\u201316 whales that fall victim to stranding on the Icelandic coast each year. He also obtained the penis of a polar bear shot by fishermen who found the animal drifting on drift ice off the Westfjords.Sigur\u00f0ur was assisted by his family, though not without some occasional embarrassment. His daughter \u00deorger\u00f0ur recalls that she was once sent to a slaughterhouse to collect a specimen but arrived just as the workers were taking a lunch break: \"Someone asked, 'What's in the basket?' I had to say, 'I'm collecting a frozen goat penis.' After that I said, 'I will never collect for you again.'\" According to Sigur\u00f0ur, \"Collecting penises is like collecting anything. You can never stop, you can never catch up, you can always get a new one, a better one.\"\nThe collection was at first housed in Sigur\u00f0ur's office at the college until he retired from his teaching job. He decided, more as a hobby than a job, to put it on public display in Reykjav\u00edk and was awarded a grant from the city council of ISK 200,000 to support the opening of a museum in August 1997. By 2003, it was attracting 5,200 visitors a year, of which 4,200 were from abroad. He put the museum up for sale in 2003, but also offered it to the city of Reykjav\u00edk as a gift. However, he was unsuccessful in obtaining financial support from the state or city. When he retired in 2004, he could no longer afford the rent on the museum's premises.\n", "labels": "What is the first name of the person who had to say, \"I'm collecting a frozen goat penis\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f531b44e052649cb807ca7f8e2429622"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The museum's founder Sigur\u00f0ur Hjartarson worked as a teacher and principal for 37 years, teaching history and Spanish at Reykjav\u00edk's Hamrahlid College for the last 26 years before his retirement. As a child, he owned a bull's pizzle, which was given to him to use as a cattle whip. He began collecting penises after a friend heard the story of the bull's penis in 1974 and gave him four new ones, three of which Sigur\u00f0ur gave to friends. Acquaintances at whaling stations began bringing him whale penises as well, and the collection grew from there, expanding through donations and acquisitions from various sources around Iceland.The organs of farm animals came from slaughterhouses, while fishermen supplied those of pinnipeds and the smaller whales. The penises of larger whales came from commercial whaling stations, although this source dried up after the International Whaling Commission implemented a global ban on commercial whaling in 1986. Sigur\u00f0ur was able to continue to collect whale penises by harvesting them from the 12\u201316 whales that fall victim to stranding on the Icelandic coast each year. He also obtained the penis of a polar bear shot by fishermen who found the animal drifting on drift ice off the Westfjords.Sigur\u00f0ur was assisted by his family, though not without some occasional embarrassment. His daughter \u00deorger\u00f0ur recalls that she was once sent to a slaughterhouse to collect a specimen but arrived just as the workers were taking a lunch break: \"Someone asked, 'What's in the basket?' I had to say, 'I'm collecting a frozen goat penis.' After that I said, 'I will never collect for you again.'\" According to Sigur\u00f0ur, \"Collecting penises is like collecting anything. You can never stop, you can never catch up, you can always get a new one, a better one.\"\nThe collection was at first housed in Sigur\u00f0ur's office at the college until he retired from his teaching job. He decided, more as a hobby than a job, to put it on public display in Reykjav\u00edk and was awarded a grant from the city council of ISK 200,000 to support the opening of a museum in August 1997. By 2003, it was attracting 5,200 visitors a year, of which 4,200 were from abroad. He put the museum up for sale in 2003, but also offered it to the city of Reykjav\u00edk as a gift. However, he was unsuccessful in obtaining financial support from the state or city. When he retired in 2004, he could no longer afford the rent on the museum's premises.\n", "labels": "What was offered to the city of Reykjav\u00edk as a gift?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f531b44e052649cb807ca7f8e2429622"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The museum's founder Sigur\u00f0ur Hjartarson worked as a teacher and principal for 37 years, teaching history and Spanish at Reykjav\u00edk's Hamrahlid College for the last 26 years before his retirement. As a child, he owned a bull's pizzle, which was given to him to use as a cattle whip. He began collecting penises after a friend heard the story of the bull's penis in 1974 and gave him four new ones, three of which Sigur\u00f0ur gave to friends. Acquaintances at whaling stations began bringing him whale penises as well, and the collection grew from there, expanding through donations and acquisitions from various sources around Iceland.The organs of farm animals came from slaughterhouses, while fishermen supplied those of pinnipeds and the smaller whales. The penises of larger whales came from commercial whaling stations, although this source dried up after the International Whaling Commission implemented a global ban on commercial whaling in 1986. Sigur\u00f0ur was able to continue to collect whale penises by harvesting them from the 12\u201316 whales that fall victim to stranding on the Icelandic coast each year. He also obtained the penis of a polar bear shot by fishermen who found the animal drifting on drift ice off the Westfjords.Sigur\u00f0ur was assisted by his family, though not without some occasional embarrassment. His daughter \u00deorger\u00f0ur recalls that she was once sent to a slaughterhouse to collect a specimen but arrived just as the workers were taking a lunch break: \"Someone asked, 'What's in the basket?' I had to say, 'I'm collecting a frozen goat penis.' After that I said, 'I will never collect for you again.'\" According to Sigur\u00f0ur, \"Collecting penises is like collecting anything. You can never stop, you can never catch up, you can always get a new one, a better one.\"\nThe collection was at first housed in Sigur\u00f0ur's office at the college until he retired from his teaching job. He decided, more as a hobby than a job, to put it on public display in Reykjav\u00edk and was awarded a grant from the city council of ISK 200,000 to support the opening of a museum in August 1997. By 2003, it was attracting 5,200 visitors a year, of which 4,200 were from abroad. He put the museum up for sale in 2003, but also offered it to the city of Reykjav\u00edk as a gift. However, he was unsuccessful in obtaining financial support from the state or city. When he retired in 2004, he could no longer afford the rent on the museum's premises.\n", "labels": "What was the name of the person who was sent to the slaughterhouse to collect a specimen?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f531b44e052649cb807ca7f8e2429622"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The museum's founder Sigur\u00f0ur Hjartarson worked as a teacher and principal for 37 years, teaching history and Spanish at Reykjav\u00edk's Hamrahlid College for the last 26 years before his retirement. As a child, he owned a bull's pizzle, which was given to him to use as a cattle whip. He began collecting penises after a friend heard the story of the bull's penis in 1974 and gave him four new ones, three of which Sigur\u00f0ur gave to friends. Acquaintances at whaling stations began bringing him whale penises as well, and the collection grew from there, expanding through donations and acquisitions from various sources around Iceland.The organs of farm animals came from slaughterhouses, while fishermen supplied those of pinnipeds and the smaller whales. The penises of larger whales came from commercial whaling stations, although this source dried up after the International Whaling Commission implemented a global ban on commercial whaling in 1986. Sigur\u00f0ur was able to continue to collect whale penises by harvesting them from the 12\u201316 whales that fall victim to stranding on the Icelandic coast each year. He also obtained the penis of a polar bear shot by fishermen who found the animal drifting on drift ice off the Westfjords.Sigur\u00f0ur was assisted by his family, though not without some occasional embarrassment. His daughter \u00deorger\u00f0ur recalls that she was once sent to a slaughterhouse to collect a specimen but arrived just as the workers were taking a lunch break: \"Someone asked, 'What's in the basket?' I had to say, 'I'm collecting a frozen goat penis.' After that I said, 'I will never collect for you again.'\" According to Sigur\u00f0ur, \"Collecting penises is like collecting anything. You can never stop, you can never catch up, you can always get a new one, a better one.\"\nThe collection was at first housed in Sigur\u00f0ur's office at the college until he retired from his teaching job. He decided, more as a hobby than a job, to put it on public display in Reykjav\u00edk and was awarded a grant from the city council of ISK 200,000 to support the opening of a museum in August 1997. By 2003, it was attracting 5,200 visitors a year, of which 4,200 were from abroad. He put the museum up for sale in 2003, but also offered it to the city of Reykjav\u00edk as a gift. However, he was unsuccessful in obtaining financial support from the state or city. When he retired in 2004, he could no longer afford the rent on the museum's premises.\n", "labels": "What type of animal did a fisherman obtain from an animal that was drifting on drift ice off the Westfjords?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-f531b44e052649cb807ca7f8e2429622"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Since 1991, the anniversary of the massacre has been designated the National Day of Remembrance and Action on Violence Against Women, intended as a call to action against discrimination against women.  A White Ribbon Campaign was launched in 1991 by a group of men in London, Ontario, in the wake of the massacre, for the purpose of raising awareness about the prevalence of male violence against women, with the ribbon symbolizing \"the idea of men giving up their arms.\" Commemorative demonstrations are held across the country each year on December 6 in memory of the slain women and numerous memorials have been built.\nThe Place du 6-D\u00e9cembre-1989 in the C\u00f4te-des-Neiges/Notre-Dame-de-Gr\u00e2ce borough of Montreal was created as a memorial to the victims of the massacre. Located at the corner of Decelles Avenue and Queen Mary Road, a short distance from the university, it includes the art installation Nef pour quatorze reines (Nave for Fourteen Queens) by Rose-Marie Goulet. It is the site of annual commemorations on December 6.A memorial erected in Vancouver sparked controversy because it was dedicated to \"all women murdered by men\", which critics say implies all men are potential murderers. As a result, women involved in the project ironically received death threats and the Vancouver Park Board subsequently banned any future memorials that might \"antagonize\" other groups.The event has also been commemorated through references in television, theatre, and popular music. A play about the shootings by Adam Kelly called The Anorak was named as one of the best plays of 2004 by the Montreal Gazette.  Colleen Murphy's  play \"December Man\" was first staged in Calgary in 2007  The movie  Polytechnique, directed by Denis Villeneuve was released in 2009, and sparked controversy over the desirability of reliving the tragedy in a commercial film.  Several songs have been written about the events,  including \"This Memory\" by the folk duo the Wyrd Sisters,  and \"6 December 1989\" by the Australian singer Judy Small.In 2013, a new science building at John Abbott College was named in honour of Anne-Marie Edward, a victim of the massacre who attended the college before going on to university.\nFor the commemorative ceremony on the 25th anniversary of the massacre in 2014,  fourteen searchlights representing the 14 victims of the massacre were installed on the summit of Mount Royal and turned skyward at the exact time when the attack had started 25 years earlier.  Also in 2014, the Order of the White Rose was established, a $30,000 national scholarship for female engineering graduate students.  The selection committee was made up of presidents, principals and deans of engineering from several prestigious Canadian universities and chaired by Mich\u00e8le Thibodeau-DeGuire, the first female graduate of \u00c9cole Polytechnique.\n", "labels": "What is the name of that which includes the art installation Nef pour quatorze reines?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-62ec6ad635a449a7b5f616cdcb4b7124"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Since 1991, the anniversary of the massacre has been designated the National Day of Remembrance and Action on Violence Against Women, intended as a call to action against discrimination against women.  A White Ribbon Campaign was launched in 1991 by a group of men in London, Ontario, in the wake of the massacre, for the purpose of raising awareness about the prevalence of male violence against women, with the ribbon symbolizing \"the idea of men giving up their arms.\" Commemorative demonstrations are held across the country each year on December 6 in memory of the slain women and numerous memorials have been built.\nThe Place du 6-D\u00e9cembre-1989 in the C\u00f4te-des-Neiges/Notre-Dame-de-Gr\u00e2ce borough of Montreal was created as a memorial to the victims of the massacre. Located at the corner of Decelles Avenue and Queen Mary Road, a short distance from the university, it includes the art installation Nef pour quatorze reines (Nave for Fourteen Queens) by Rose-Marie Goulet. It is the site of annual commemorations on December 6.A memorial erected in Vancouver sparked controversy because it was dedicated to \"all women murdered by men\", which critics say implies all men are potential murderers. As a result, women involved in the project ironically received death threats and the Vancouver Park Board subsequently banned any future memorials that might \"antagonize\" other groups.The event has also been commemorated through references in television, theatre, and popular music. A play about the shootings by Adam Kelly called The Anorak was named as one of the best plays of 2004 by the Montreal Gazette.  Colleen Murphy's  play \"December Man\" was first staged in Calgary in 2007  The movie  Polytechnique, directed by Denis Villeneuve was released in 2009, and sparked controversy over the desirability of reliving the tragedy in a commercial film.  Several songs have been written about the events,  including \"This Memory\" by the folk duo the Wyrd Sisters,  and \"6 December 1989\" by the Australian singer Judy Small.In 2013, a new science building at John Abbott College was named in honour of Anne-Marie Edward, a victim of the massacre who attended the college before going on to university.\nFor the commemorative ceremony on the 25th anniversary of the massacre in 2014,  fourteen searchlights representing the 14 victims of the massacre were installed on the summit of Mount Royal and turned skyward at the exact time when the attack had started 25 years earlier.  Also in 2014, the Order of the White Rose was established, a $30,000 national scholarship for female engineering graduate students.  The selection committee was made up of presidents, principals and deans of engineering from several prestigious Canadian universities and chaired by Mich\u00e8le Thibodeau-DeGuire, the first female graduate of \u00c9cole Polytechnique.\n", "labels": "What is the name of the memorial that is is the site of annual commemorations on December 6?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-62ec6ad635a449a7b5f616cdcb4b7124"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In 1970 Zappa met conductor Zubin Mehta. They arranged a May 1970 concert where Mehta conducted the Los Angeles Philharmonic augmented by a rock band. According to Zappa, the music was mostly written in motel rooms while on tour with the Mothers of Invention. Some of it was later featured in the movie 200 Motels. Although the concert was a success, Zappa's experience working with a symphony orchestra was not a happy one. His dissatisfaction became a recurring theme throughout his career; he often felt that the quality of performance of his material delivered by orchestras was not commensurate with the money he spent on orchestral concerts and recordings.Later in 1970, Zappa formed a new version of the Mothers (from then on, he mostly dropped the \"of Invention\"). It included British drummer Aynsley Dunbar, jazz keyboardist George Duke, Ian Underwood, Jeff Simmons (bass, rhythm guitar), and three members of the Turtles: bass player Jim Pons, and singers Mark Volman and Howard Kaylan, who, due to persistent legal and contractual problems, adopted the stage name \"The Phlorescent Leech and Eddie\", or \"Flo & Eddie\".This version of the Mothers debuted on Zappa's next solo album Chunga's Revenge (1970), which was followed by the double-album soundtrack to the movie 200 Motels (1971), featuring the Mothers, the Royal Philharmonic Orchestra, Ringo Starr, Theodore Bikel, and Keith Moon. Co-directed by Zappa and Tony Palmer, it was filmed in a week at Pinewood Studios outside London. Tensions between Zappa and several cast and crew members arose before and during shooting. The film deals loosely with life on the road as a rock musician. It was the first feature film photographed on videotape and transferred to 35 mm film, a process that allowed for novel visual effects. It was released to mixed reviews. The score relied extensively on orchestral music, and Zappa's dissatisfaction with the classical music world intensified when a concert, scheduled at the Royal Albert Hall after filming, was canceled because a representative of the venue found some of the lyrics obscene. In 1975, he lost a lawsuit against the Royal Albert Hall for breach of contract.After 200 Motels, the band went on tour, which resulted in two live albums, Fillmore East \u2013 June 1971 and Just Another Band from L.A.; the latter included the 20-minute track \"Billy the Mountain\", Zappa's satire on rock opera set in Southern California. This track was representative of the band's theatrical performances\u2014which used songs to build sketches based on 200 Motels scenes, as well as new situations that often portrayed the band members' sexual encounters on the road.\n", "labels": "What is the name of the band that the three members of another band joined?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c30e213783514877b724c5fd94fe8696"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Thomas Bilbe (1811 in Sheerness - 1896)  shipbuilder and shipowner. He built tea clippers  and was involved in the opium trade with China\nSir Edward James Reed, KCB, FRS (1830\u20131906)  naval architect, author, politician and railroad magnate, also a Liberal politician in the House of Commons from 1874 to 1906.  Reed was born in Sheerness and was a naval apprentice there\nCharles Hezlet DSO (1891 in Sheerness \u2013 1965)  soldier and Irish amateur golfer. He was runner-up in the 1914 Amateur Championship and was in the British Walker Cup team in 1924, 1926 and 1928.\nSir Stanley Hooker, FRS, DPhil, BSc, FRAeS, MIMechE, FAAAS, (1907 in Sheerness \u2013 1984)  was a Mathematician and jet engine engineer, first inventor of the VTOL engine\nWilliam Penney, Baron Penney OM KBE FRS FRSE, (1909\u20131991)  mathematician and professor of mathematical physics and leading figure in Britain's nuclear weapons development. Penney was raised in Sheerness, Kent and was educated at Sheerness Technical School for Boys from 1924 to 1926\nDr Richard Beeching (1913 in Sheerness \u2013 1985)  commonly known simply as Dr Beeching, was a physicist and engineer who for a short but very notable time was chairman of British Railways, severely cutting the British rail network\nUwe Johnson German writer and scholar, lived on Marine Parade\nGeoff Beynon (1926 in Sheerness \u2013 2012)  teacher and trade union leader, joint general secretary of the Assistant Masters and Mistresses Association\nRod Hull (1935\u20131999)  English comedian, appeared with Emu, a mute, highly aggressive arms-length puppet. Hull was born in the Isle of Sheppey and attended Delemark Road School and the County Technical School, Sheerness\nRichard Carpenter (born 1972 in Sheerness)  footballer and midfielder, made approx. 500 pro. appearances mainly for Gillingham F.C. and Brighton & Hove Albion F.C.\n", "labels": "What is the full name of the first inventor of the VTOL engine?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8f707413ebe04a96ada19bf1f628014c"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: After completing Romeo Must Die, Aaliyah began to work on her second film, Queen of the Damned. She played the role of an ancient vampire, Queen Akasha, which she described as a \"manipulative, crazy, sexual being\". Filming both Romeo Must Die and Queen of the Damned delayed the release of the album. Aaliyah had not intended for her albums to have such a gap between them. \"I wanted to take a break after One in a Million to just relax, think about how I wanted to approach the next album. Then, when I was ready to start back up, \"Romeo\" happened, and so I had to take another break and do that film and then do the soundtrack, then promote it. The break turned into a longer break than I anticipated.\" Aaliyah enjoyed balancing her singing and acting careers. Though she called music a \"first\" for her, she also had been acting since she was young and had wanted to begin acting \"at some point in my career,\" but \"wanted it to be the right time and the right vehicle\" and felt Romeo Must Die \"was it\".\nThe role was subsequently recast to Nona Gaye. Aaliyah's scenes were included in the tribute section of the Matrix Ultimate Collection series.In November 2001, Ronald Isley stated that Aaliyah and the Isley Brothers had discussed a collaboration prior to her death. She had previously covered the Isley Brothers' single \"At Your Best (You Are Love)\". Prior to her death, she expressed the possibility of recording songs for the Queen of The Damned soundtrack and welcomed the possibility of collaborating with Jonathan Davis. By 2001, Aaliyah had enjoyed her now seven-year career and felt a sense of accomplishment. \"This is what I always wanted,\" she said of her career in Vibe magazine. \"I breathe to perform, to entertain, I can't imagine myself doing anything else. I'm just a really happy girl right now. I honestly love every aspect of this business. I really do. I feel very fulfilled and complete.\".\n", "labels": "What was the full name of the film Aaliyah said happened when she was ready to start back up with her next album?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-726abf94f2d74217aab0d70746ee2f8c"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Mathayus aims to avenge the death of his father at the hand of Sargon, now king of Akkad, by taking service in his Black Scorpions squad. After completing his training he is tasked by Sargon to kill Noah, Mathayus's own brother. He saves him and escapes the city, but a magic arrow follows them and kills Noah.\nMathayus boards a ship to Egypt, accompanied by his childhood friend Layla. He intends to get the Spear of Osiris in Egypt, which he believes will be able to pass through Sargon's black magic protection. A fellow traveller, Greek poet Aristophanes, tells Mathayus and Layla that the Spear only kills Egyptian creatures, but the Sword of Damocles will work. The trio travels to Greece, where they can enter the Underworld to retrieve the Sword of Damocles. On the way, they fall into a cell and are surrounded by men left as sacrifices for the Minotaur. Some of the sacrifices are mercenaries who owe allegiance to Mathayus' father, so they help him and Layla to defeat the Minotaur, with help from a Chinese captive named Fung.\nThe enlarged group travel to the Underworld, where they are attacked by the goddess Astarte. Layla and Astarte fight, while Fung and Ari search for and find the sword. Astarte tries to send Layla to hell, but Mathayus frees her, and they all escape to the human realm.\nAstarte orders Sargon to get her sword back, and he asks for more dark powers. The group reach Akkad, where Sargon turns on a machine that dumps oil into the water supply. The oil and water begin to flow through statues into the city, which is then set on fire.\n", "labels": "Who's brother is slain by a magical arrow?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d25570910e6944f1b1ce4ad8852dce6f"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Before he entered the third grade, Peter Gwazdauskas was originally in a separate school for students with disabilities. When he entered the third grade, he enrolled in a traditional school due to a change in federal law stating that students with disabilities should be educated with typically developing students in general education. Even though Peter had improved since third grade, he still had some social issues, including suffering through depression and having occasional behavioral outbursts. During the school day, Peter was accompanied by paraprofessionals to help him stay directed and learning. Sometimes during class, he was pulled out of the lesson in order to work with a paraprofessional in a one-on-one setting. To increase his social skills, Peter had some community-based jobs during the time he was in middle school and high school. In the summer, he had a summer aide in order to continue his functional education, learning vocational skills and community-based living practices. Peter also participated in extracurricular activities at his school, like being in the concert band as well as being the manager of the soccer team. He was also in a school club with both typically developing peers and peers with disabilities. Since joining, it has helped Peter improve his social skills. He improved even more in social and vocational skills by the end of his senior year of high school and went on to graduate with his classmates.\n", "labels": "When did Peter join a class of normal children?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d1ba97a2a15a481e84d434bbee22ca6b"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The design of the front face is based on the general resurrection of the dead following the Last Judgment. At the top sits God the Father, above two angels. A small hole at the level of their knees shows where a dove representing the Holy Spirit was originally attached; with Christ below, all three persons of the Trinity were therefore represented. A round-topped compartment protected by a rock-crystal \"window\" holds the relic itself and the group around Christ. Christ in Judgment is shown seated displaying the wounds of his crucifixion, with his feet resting on the globe of the world, and making a blessing gesture. As with all the enamelled figures that are still extant, the hair is in gold, the main robe is in white, and the flesh is in white with coloured eyes and lips, a touch of pink on the cheeks. Behind Christ the celestial spheres are represented like a rainbow, and above him fly two angels holding Instruments of the Passion, including the crown of thorns over his head; behind him a cross in shallow relief emerges from the curved gold background. The thorn relic rises below and in front of him, mounted on a \"monstrously large sapphire\".To the left and right of Christ are shown John the Baptist and the Virgin Mary in supplicant poses, a traditional grouping; John was also one of the Duke's patron saints. Around the central scene small figures of the twelve Apostles carrying their identifying attributes emerge from the foliage border of oak leaves and tendrils; the uppermost heads on each side are replacements, probably by Weininger in the 1860s.\n", "labels": "What is the name of the figure over whose head is a crown of thorns?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1b2075fb930e468c85e567bff8f96110"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: India's coastline measures 7,517 kilometres (4,700 mi) in length; of this distance, 5,423 kilometres (3,400 mi) belong to peninsular India and 2,094 kilometres (1,300 mi) to the Andaman, Nicobar, and Lakshadweep island chains. According to the Indian naval hydrographic charts, the mainland coastline consists of the following: 43% sandy beaches; 11% rocky shores, including cliffs; and 46% mudflats or marshy shores.Major Himalayan-origin rivers that substantially flow through India include the Ganges and the Brahmaputra, both of which drain into the Bay of Bengal. Important tributaries of the Ganges include the Yamuna and the Kosi; the latter's extremely low gradient often leads to severe floods and course changes. Major peninsular rivers, whose steeper gradients prevent their waters from flooding, include the Godavari, the Mahanadi, the Kaveri, and the Krishna, which also drain into the Bay of Bengal; and the Narmada and the Tapti, which drain into the Arabian Sea. Coastal features include the marshy Rann of Kutch of western India and the alluvial Sundarbans delta of eastern India; the latter is shared with Bangladesh. India has two archipelagos: the Lakshadweep, coral atolls off India's south-western coast; and the Andaman and Nicobar Islands, a volcanic chain in the Andaman Sea.The Indian climate is strongly influenced by the Himalayas and the Thar Desert, both of which drive the economically and culturally pivotal summer and winter monsoons. The Himalayas prevent cold Central Asian katabatic winds from blowing in, keeping the bulk of the Indian subcontinent warmer than most locations at similar latitudes. The Thar Desert plays a crucial role in attracting the moisture-laden south-west summer monsoon winds that, between June and October, provide the majority of India's rainfall. Four major climatic groupings predominate in India: tropical wet, tropical dry, subtropical humid, and montane.\n", "labels": "What are the names of the two archipelagos of India?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1e8c2f5fa49d4564a3da0e1a63335fd0"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Holst was born in Cheltenham, Gloucestershire, the elder of the two children of Adolph von Holst, a professional musician, and his wife, Clara Cox, n\u00e9e Lediard. She was of mostly British descent, daughter of a respected Cirencester solicitor; the Holst side of the family was of mixed Swedish, Latvian and German ancestry, with at least one professional musician in each of the previous three generations.One of Holst's great-grandfathers, Matthias Holst, born in Riga, Latvia, was of German origin; he served as composer and harp-teacher to the Imperial Russian Court in St Petersburg. Matthias's son Gustavus, who moved to England with his parents as a child in 1802, was a composer of salon-style music and a well-known harp teacher. He appropriated the aristocratic prefix \"von\" and added it to the family name in the hope of gaining enhanced prestige and attracting pupils.Holst's father, Adolph von Holst, became organist and choirmaster at All Saints' Church, Cheltenham; he also taught, and gave piano recitals. His wife, Clara, a former pupil, was a talented singer and pianist. They had two sons; Gustav's younger brother, Emil Gottfried, became known as Ernest Cossart, a successful actor in the West End, New York and Hollywood. Clara died in February 1882, and the family moved to another house in Cheltenham, where Adolph recruited his sister Nina to help raise the boys. Gustav recognised her devotion to the family and dedicated several of his early compositions to her. In 1885 Adolph married Mary Thorley Stone, another of his pupils. They had two sons, Matthias (known as \"Max\") and Evelyn (\"Thorley\"). Mary von Holst was absorbed in theosophy and not greatly interested in domestic matters. All four of Adolph's sons were subject to what one biographer calls \"benign neglect\", and Gustav in particular was \"not overburdened with attention or understanding, with a weak sight and a weak chest, both neglected\u2014he was 'miserable and scared'.\".\n", "labels": "What were the full names of Holst's parents?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-76085c3b7c6b4925bd69a8e26050e49d"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Holst was born in Cheltenham, Gloucestershire, the elder of the two children of Adolph von Holst, a professional musician, and his wife, Clara Cox, n\u00e9e Lediard. She was of mostly British descent, daughter of a respected Cirencester solicitor; the Holst side of the family was of mixed Swedish, Latvian and German ancestry, with at least one professional musician in each of the previous three generations.One of Holst's great-grandfathers, Matthias Holst, born in Riga, Latvia, was of German origin; he served as composer and harp-teacher to the Imperial Russian Court in St Petersburg. Matthias's son Gustavus, who moved to England with his parents as a child in 1802, was a composer of salon-style music and a well-known harp teacher. He appropriated the aristocratic prefix \"von\" and added it to the family name in the hope of gaining enhanced prestige and attracting pupils.Holst's father, Adolph von Holst, became organist and choirmaster at All Saints' Church, Cheltenham; he also taught, and gave piano recitals. His wife, Clara, a former pupil, was a talented singer and pianist. They had two sons; Gustav's younger brother, Emil Gottfried, became known as Ernest Cossart, a successful actor in the West End, New York and Hollywood. Clara died in February 1882, and the family moved to another house in Cheltenham, where Adolph recruited his sister Nina to help raise the boys. Gustav recognised her devotion to the family and dedicated several of his early compositions to her. In 1885 Adolph married Mary Thorley Stone, another of his pupils. They had two sons, Matthias (known as \"Max\") and Evelyn (\"Thorley\"). Mary von Holst was absorbed in theosophy and not greatly interested in domestic matters. All four of Adolph's sons were subject to what one biographer calls \"benign neglect\", and Gustav in particular was \"not overburdened with attention or understanding, with a weak sight and a weak chest, both neglected\u2014he was 'miserable and scared'.\".\n", "labels": "What was the full name of the person whose son was Gustavus?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-76085c3b7c6b4925bd69a8e26050e49d"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Briarcliff High School offers intramural sports and fields junior varsity and varsity teams in sixteen sports as the Briarcliff Bears. During the 38 years that Pace University operated its Briarcliff campus, it maintained fourteen intercollegiate varsity sports teams which played at the National Collegiate Athletic Association's (NCAA) Division II level.Briarcliff Manor has a history of auto racing. The First American International Road Race, sponsored by the village, centered around it. The prize, the Briarcliff Trophy valued at over $10,000 ($278,900 in 2018), was donated and presented by Walter Law. The race began at 4:45 a.m. on April 24, 1908 at the front of the Briarcliff Lodge and ending at the village grandstand. The winner, Arthur Strang in an Isotta Fraschini, covered the 240 miles (390 km) in five hours and fourteen minutes. More than 300,000 people watched the race, and the village had more than 100,000 visitors that day.On November 12, 1934, the Automobile Racing Club of America held another road race in Briarcliff Manor. The 100-mile (160 km) race was won by Langdon Quimby, driving a Willys 77, in a time of two hours and seven minutes. The race was held again on June 23, 1935; Quimby won again, four minutes faster than the previous year. In 1977, during the village's 75th anniversary, fifteen old racing cars participated in a motorcade around the 1934 race's route. In 2008, the village commemorated the first race's centennial in a parade featuring about 60 antique cars.\n", "labels": "What is the name of the school that maintained fourteen intercollegiate varsity sports teams which played at the National Collegiate Athletic Association's (NCAA) Division II level?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c739e08ebe9e4454896a2a8912551b3c"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Burges's two finest gothic churches were also undertaken in the 1870s, the Church of Christ the Consoler, Skelton-on-Ure, and St Mary's, Studley Royal. His patron, George Robinson, 1st Marquess of Ripon, although not as rich as Bute, was his equal in romantic medievalism and had been a friend of Bute's at Oxford, which may account for the choice of Burges as architect. Both churches were built as memorial churches for Ripon's brother-in-law, Frederick Grantham Vyner, who was murdered by Greek bandits in 1870. Vyner's mother commissioned the Church of Christ the Consoler and his sister St Mary's. Both begun in 1870, Skelton was consecrated in 1876 and Studley Royal in 1878.The Church of Christ the Consoler, in the grounds of Newby Hall in North Yorkshire, is built in the Early English style. The exterior is constructed of grey Catraig stone, with Morcar stone for the mouldings. The interior is faced with white limestone, and richly fitted out with marble. The work was undertaken by members of Burges's usual team, Gualbert Saunders making the stained glass, from cartoons by Lonsdale, and Nicholls sculpting the carvings. Leach and Pevsner describe the scheme of stained glass as \"uncommonly excellent.\" It is particularly interesting as representing an architectural move from Burges's favourite Early French style to an English inspiration. Pevsner considers it: \"Of determined originality; the impression is one of great opulence, even if of a somewhat elephantine calibre.\"\nThe Church of St Mary, Studley Royal, is also in the Early English style and is located in the grounds of Studley Royal Park at Fountains Abbey, in North Yorkshire. As at Christ the Consoler, the exterior is of grey limestone, with a two-stage west tower topped with a soaring spire. The interior is equally spectacular, exceeding Skelton in richness and majesty, Leach commenting that \"everything is precisely calculated as to its visual impact.\" The theme, previously used at Gayhurst, is Paradise Lost and Paradise Regained. The stained glass, by Saunders & Co, is of particularly high quality. Pevsner describes St Mary's as \"a dream of Early English glory\" and Crook writes, \"[although] Cork Cathedral may stand as Burges's greatest Gothic work, Studley Royal is his 'ecclesiastical' masterpiece.\" Burges also constructed an estate cottage in 1873.In 1870, Burges was asked to draw up an iconographic scheme of internal decoration for St Paul's Cathedral, unfinished since the death of Sir Christopher Wren. In 1872, he was appointed architect and over the next five years produced what Crook describes as a \"full-blown scheme of early Renaissance decoration\" for the interior which he intended would eclipse that of St Peter's in Rome. However, as Crook writes, his plans were \"rather too creative for most Classicists\" and these artistic, and linked religious, controversies led to Burges's dismissal in 1877 with none of his plans undertaken.\n", "labels": "Whose patron was George Robinson?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-82f6752de75a48dba04564b51136ee19"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The last voyage of the Karluk, flagship of the Canadian Arctic Expedition of 1913\u201316, ended with the loss of the ship in the Arctic seas,  and the subsequent deaths of nearly half her complement of 25. In August 1913, Karluk, a brigantine formerly used as a whaler, became trapped in the  ice while sailing to a rendezvous point at Herschel Island. After a long drift across the Beaufort and Chukchi seas, in January 1914 the ship was crushed and sunk. In the ensuing months, the crew and expedition staff struggled to survive, first on the ice and later on the shores of Wrangel Island. In all, eleven men died before rescue.\nThe Canadian Arctic Expedition was organised under the leadership of Canadian anthropologist Vilhjalmur Stefansson, and had both scientific and geographic purposes. Shortly after Karluk was trapped, Stefansson and a small party left the ship, stating that they intended to hunt for caribou. However, the ice carried Karluk westwards, far from the hunting party who found it impossible  to return to the ship. Stefansson reached land and then devoted himself to the expedition's scientific objectives, leaving the crew and staff on board the ship under the charge of its captain, Robert Bartlett. After the sinking, Bartlett organised a march across the ice to Wrangel Island, 80 miles (130 km) away. Conditions   were difficult and dangerous; two four-man parties were lost before the island was reached.\nFrom the island, Bartlett and an Inuk companion set out across the frozen sea for the Siberian coast, in search of help. Assisted by local populations, the pair eventually reached Alaska, but sea ice conditions prevented any immediate rescue mission. On Wrangel Island, the stranded party survived by hunting game, but were short of food and troubled by internal dissent. Before their eventual rescue in September 1914, three more of the party had died, two of illness and one in violent circumstances; 14 were rescued.\nHistorians have divided views on Stefansson's decision to leave the ship. Some of the voyage's survivors were critical of his seeming indifference to their ordeal and the loss of their comrades. He escaped official censure, and was publicly honoured for his later work on the expedition despite the Canadian government's reservations about its overall management. Although Bartlett was criticised by an admiralty commission for taking Karluk into the ice, he was hailed as a hero by the public and by his former Karluk shipmates.\n", "labels": "Where did the man who was the captain of the expedition's flagship eventually reach with help from local populations?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e53e1254a5c74af390cfeed95bf4ec41"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Despite his experience as an addict, Frusciante does not view his drug use as a \"dark period\" in his life. He considers it a period of rebirth, during which he found himself and cleared his mind. Frusciante has since stopped practicing yoga, due to its effects on his back, but he still tries to meditate daily.In early 1998, the Red Hot Chili Peppers fired guitarist Dave Navarro and were on the verge of breaking up. Flea told Kiedis, \"the only way I could imagine carrying on [with the Red Hot Chili Peppers] is if we got John back in the band.\" With Frusciante free of his addictions and ailments, Kiedis and Flea thought it was an appropriate time to invite him back. When Flea visited him at his home and asked him to rejoin the band, Frusciante began sobbing and said \"nothing would make me happier in the world.\" With Frusciante back on guitar, the Chili Peppers began recording their next album, Californication, released in 1999. Frusciante's return restored a key component of the Chili Peppers' sound, as well as a healthy morale. He brought with him his deep devotion to music, which affected the band's recording style during the album. Frusciante has frequently stated that his work on Californication was his favorite.During the Californication world tour, Frusciante continued to compose his own songs, many of which would be released in 2001 on his third solo album To Record Only Water for Ten Days. The album was stylistically unlike his previous records, less markedly stream-of-consciousness or avant-garde. However, the lyrics were still very cryptic and its sound was notably stripped down. The songwriting and production of To Record Only Water for Ten Days were more efficient and straightforward than on his previous recordings. The album strayed from the alternative rock he had just written with the Chili Peppers on Californication, focusing more on electronic and new wave elements. In addition to his guitar work, Frusciante experimented with a variety of synthesizers, a distinctive feature of the record.In 2001, Frusciante began recording his fourth album with Red Hot Chili Peppers, By the Way (2002); he considered the time to be among the happiest in his life. He relished the chance the album gave him to \"keep writing better songs\". While working on By the Way, he also composed most of what would become Shadows Collide with People, as well as the songs created for the movie The Brown Bunny. His goal to improve his guitar playing on the album was largely driven by a desire to emulate guitar players such as Johnny Marr, John McGeoch and Andy Partridge. He wanted to listen to these musicians \"who weren't just about technique but more about textures\", or as he put it, \"people who used good chords\". The album marked Frusciante's shift to a more group-minded mentality within the Chili Peppers, viewing the band as a cohesive unit rather than as four separate entities.\n", "labels": "What guitar players did Frusciante want to emulate?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-62c565705176402885c77919499f6a30"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Canberra is home to many national monuments and institutions such as the Australian War Memorial, the National Gallery of Australia, the National Portrait Gallery, the National Library, the National Archives, the Australian Academy of Science, the National Film and Sound Archive and the National Museum. Many Commonwealth government buildings in Canberra are open to the public, including Parliament House, the High Court and the Royal Australian Mint.Lake Burley Griffin is the site of the Captain James Cook Memorial and the National Carillon. Other sites of interest include the Telstra Tower, the Australian National Botanic Gardens, the National Zoo and Aquarium, the National Dinosaur Museum and Questacon \u2013 the National Science and Technology Centre.\nThe Canberra Museum and Gallery in the city is a repository of local history and art, housing a permanent collection and visiting exhibitions. Several historic homes are open to the public: Lanyon and Tuggeranong Homesteads in the Tuggeranong Valley, Mugga-Mugga in Symonston, and Blundells' Cottage in Parkes all display the lifestyle of the early European settlers. Calthorpes' House in Red Hill is a well-preserved example of a 1920s house from Canberra's very early days.\nCanberra has many venues for live music and theatre: the Canberra Theatre and Playhouse which hosts many major concerts and productions; and Llewellyn Hall (within the ANU School of Music), a world-class concert hall are two of the most notable. The Street Theatre is a venue with less mainstream offerings. The Albert Hall was the city's first performing arts venue, opened in 1928. It was the original performance venue for theatre groups such as the Canberra Repertory Society.Stonefest was a large annual festival, for some years one of the biggest festivals in Canberra. It was downsized and rebranded as Stone Day in 2012. There are numerous bars and nightclubs which also offer live entertainment, particularly concentrated in the areas of Dickson, Kingston and the city. Most town centres have facilities for a community theatre and a cinema, and they all have a library. Popular cultural events include the National Folk Festival, the Royal Canberra Show, the Summernats car festival, Enlighten festival, the National Multicultural Festival in February and the Celebrate Canberra festival held over 10 days in March in conjunction with Canberra Day.\nCanberra maintains sister-city relationships with both Nara, Japan and Beijing, China. Canberra has friendship-city relationships with both Dili, East Timor and Hangzhou, China. City-to-city relationships encourage communities and special interest groups both locally and abroad to engage in a wide range of exchange activities. The Canberra Nara Candle Festival held annually in spring, is a community celebration of the Canberra Nara Sister City relationship. The festival is held in Canberra Nara Park on the shores of Lake Burley Griffin.\n", "labels": "What was the original performance venue for theatre groups such as the Canberra Repertory Society?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-a8e7dfad6f314483b6efc36b955af396"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The story is set in Rome the early 4th century AD, during the time of the persecution of Christians under the Roman Emperor Diocletian.\nThe heroine of the book is Fabiola, a young beauty from a noble Roman family. She is spoiled by her father Fabius, who cannot deny her anything. Fabiola seems to have everything, including a superior education in the philosophers, yet under the surface, she is not content with her life. One day, in a fit of rage, she attacks and wounds her slave girl Syra, who is a secret Christian. The proud, spoiled Roman girl is humbled by Syra's humility, maturity and devotion to her in this situation, and a slow transformation begins, which finally culminates in her conversion to Christianity, brought on by Syra and of her own cousin Agnes, whom she adores and dotes on.\nAnother thread of the story deals with the young boy Pancratius, a pious Christian and son of a martyr, who is himself preparing for martyrdom. Pancratius' nemesis is Corvinus, a bullying schoolmate who is irritated by the young Christian's saintliness. He does everything to bring him and the Christian community of the catacombs of Rome down. This includes the orchestrating of the lynching of their former teacher Cassianus, who is secretly Christian. Yet Pancratius shows his enemy the meaning of Christian forgiveness when he saves his life shortly after Corvinus had Cassianus killed.\nAnother major villain in the story is the enigmatic Fulvius, an apparently rich young man from the East who soon reveals himself to be a hunter of Christians who turns them in to the authorities for money. His aim on the one hand is to gain the hand of either Fabiola or Agnes, and on the other hand, to uproot the Christian community in Rome. After some dramatic events that reveal his surprising connections to Syra, who is his long-lost younger sister Myriam, Fulvius rejects his evil ways, converts to Christianity and becomes a hermit.\n", "labels": "Whose life does Pancratius save?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7c5c0b026d6449a3b4510ebdc04df50e"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The story is set in Rome the early 4th century AD, during the time of the persecution of Christians under the Roman Emperor Diocletian.\nThe heroine of the book is Fabiola, a young beauty from a noble Roman family. She is spoiled by her father Fabius, who cannot deny her anything. Fabiola seems to have everything, including a superior education in the philosophers, yet under the surface, she is not content with her life. One day, in a fit of rage, she attacks and wounds her slave girl Syra, who is a secret Christian. The proud, spoiled Roman girl is humbled by Syra's humility, maturity and devotion to her in this situation, and a slow transformation begins, which finally culminates in her conversion to Christianity, brought on by Syra and of her own cousin Agnes, whom she adores and dotes on.\nAnother thread of the story deals with the young boy Pancratius, a pious Christian and son of a martyr, who is himself preparing for martyrdom. Pancratius' nemesis is Corvinus, a bullying schoolmate who is irritated by the young Christian's saintliness. He does everything to bring him and the Christian community of the catacombs of Rome down. This includes the orchestrating of the lynching of their former teacher Cassianus, who is secretly Christian. Yet Pancratius shows his enemy the meaning of Christian forgiveness when he saves his life shortly after Corvinus had Cassianus killed.\nAnother major villain in the story is the enigmatic Fulvius, an apparently rich young man from the East who soon reveals himself to be a hunter of Christians who turns them in to the authorities for money. His aim on the one hand is to gain the hand of either Fabiola or Agnes, and on the other hand, to uproot the Christian community in Rome. After some dramatic events that reveal his surprising connections to Syra, who is his long-lost younger sister Myriam, Fulvius rejects his evil ways, converts to Christianity and becomes a hermit.\n", "labels": "Who aims to gain the hand of either Fabiola or Agnes?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7c5c0b026d6449a3b4510ebdc04df50e"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: At a London music hall theatre, Richard Hannay is watching a demonstration of the superlative powers of recall of \"Mr. Memory\" (Wylie Watson) when shots are fired. In the ensuing panic, Hannay finds himself holding a seemingly frightened Annabella Smith, who talks him into taking her back to his flat. There, she tells him that she is a spy, being chased by assassins, and that she has uncovered a plot to steal vital British military information, masterminded by a man with the top joint missing from one of his fingers. She mentions the \"39 Steps\", but does not explain its meaning.\nLater that night Smith, fatally stabbed, bursts into Hannay's bedroom and warns him to flee. He finds a map of the Scottish Highlands clutched in her hand, showing the area around Killin, with a house or farm named \"Alt-na-Shellach\" circled. He sneaks out of his flat disguised as a milkman to avoid the assassins waiting outside. He then boards the Flying Scotsman express train to Scotland. He learns from a newspaper article (read by a pair of women's undergarment salesmen) that he is the target of a nationwide manhunt for Smith's murder. When he sees the police searching the train, he enters a compartment and kisses the sole occupant, Pamela, in a desperate attempt to hide his face and escape detection. She frees herself from his unwanted embrace and alerts the policemen, who stop the train on the Forth Bridge. Hannay then escapes, hiding behind the bridge's truss.\n", "labels": "What's the full name of the person being shot at at the music hall theatre?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-926fc5150e3b4b4eb11136e76533dd81"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: At a London music hall theatre, Richard Hannay is watching a demonstration of the superlative powers of recall of \"Mr. Memory\" (Wylie Watson) when shots are fired. In the ensuing panic, Hannay finds himself holding a seemingly frightened Annabella Smith, who talks him into taking her back to his flat. There, she tells him that she is a spy, being chased by assassins, and that she has uncovered a plot to steal vital British military information, masterminded by a man with the top joint missing from one of his fingers. She mentions the \"39 Steps\", but does not explain its meaning.\nLater that night Smith, fatally stabbed, bursts into Hannay's bedroom and warns him to flee. He finds a map of the Scottish Highlands clutched in her hand, showing the area around Killin, with a house or farm named \"Alt-na-Shellach\" circled. He sneaks out of his flat disguised as a milkman to avoid the assassins waiting outside. He then boards the Flying Scotsman express train to Scotland. He learns from a newspaper article (read by a pair of women's undergarment salesmen) that he is the target of a nationwide manhunt for Smith's murder. When he sees the police searching the train, he enters a compartment and kisses the sole occupant, Pamela, in a desperate attempt to hide his face and escape detection. She frees herself from his unwanted embrace and alerts the policemen, who stop the train on the Forth Bridge. Hannay then escapes, hiding behind the bridge's truss.\n", "labels": "How does Richard Hannay travel to the destination on the map?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-926fc5150e3b4b4eb11136e76533dd81"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: At a London music hall theatre, Richard Hannay is watching a demonstration of the superlative powers of recall of \"Mr. Memory\" (Wylie Watson) when shots are fired. In the ensuing panic, Hannay finds himself holding a seemingly frightened Annabella Smith, who talks him into taking her back to his flat. There, she tells him that she is a spy, being chased by assassins, and that she has uncovered a plot to steal vital British military information, masterminded by a man with the top joint missing from one of his fingers. She mentions the \"39 Steps\", but does not explain its meaning.\nLater that night Smith, fatally stabbed, bursts into Hannay's bedroom and warns him to flee. He finds a map of the Scottish Highlands clutched in her hand, showing the area around Killin, with a house or farm named \"Alt-na-Shellach\" circled. He sneaks out of his flat disguised as a milkman to avoid the assassins waiting outside. He then boards the Flying Scotsman express train to Scotland. He learns from a newspaper article (read by a pair of women's undergarment salesmen) that he is the target of a nationwide manhunt for Smith's murder. When he sees the police searching the train, he enters a compartment and kisses the sole occupant, Pamela, in a desperate attempt to hide his face and escape detection. She frees herself from his unwanted embrace and alerts the policemen, who stop the train on the Forth Bridge. Hannay then escapes, hiding behind the bridge's truss.\n", "labels": "What is the full name of the person that Annabella Smith told to flee?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-926fc5150e3b4b4eb11136e76533dd81"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "What is the name of the single distributed on the band by a four-track demo at clubs?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "What publication ranked the single that had to print an additional 6,000 copies in their ten best singles of the year?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "What is the name of the single that had 600 of its initial copies sent out as promotions?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: In January 1980, Michael Stipe met Peter Buck in Wuxtry Records, the Athens record store where Buck worked. The pair discovered that they shared similar tastes in music, particularly in punk rock and protopunk artists like Patti Smith, Television, and the Velvet Underground. Stipe said, \"It turns out that I was buying all the records that [Buck] was saving for himself.\" Through mutual friend Kathleen O'Brien, Stipe and Buck then met fellow University of Georgia students Mike Mills and Bill Berry, who had played music together since high school and lived together in Georgia. The quartet agreed to collaborate on several songs; Stipe later commented that \"there was never any grand plan behind any of it\". Their still-unnamed band spent a few months rehearsing in a deconsecrated Episcopal church in Athens, and played its first show on April 5, 1980, supporting The Side Effects at O'Brien's birthday party held in the same church, performing a mix of originals and 1960s and 1970s covers. After considering Twisted Kites, Cans of Piss, and Negro Eyes, the band settled on \"R.E.M.\" (which is an acronym for rapid eye movement, the dream stage of sleep), which Stipe selected at random from a dictionary.The band members eventually dropped out of school to focus on their developing group. They found a manager in Jefferson Holt, a record store clerk who was so impressed by an R.E.M. performance in his hometown of Chapel Hill, North Carolina, that he moved to Athens. R.E.M.'s success was almost immediate in Athens and surrounding areas; the band drew progressively larger crowds for shows, which caused some resentment in the Athens music scene. Over the next year and a half, R.E.M. toured throughout the Southern United States. Touring was arduous because a touring circuit for alternative rock bands did not then exist. The group toured in an old blue van driven by Holt, and lived on a food allowance of $2 each per day.During April 1981, R.E.M. recorded its first single, \"Radio Free Europe\", at producer Mitch Easter's Drive-In Studios in Winston-Salem, North Carolina. Initially distributing it as a four-track demo tape to clubs, record labels and magazines, the single was released in July 1981 on the local independent record label Hib-Tone with an initial pressing of 1,000 copies\u2014600 of which were sent out as promotional copies. The single quickly sold out, and another 6,000 copies were pressed due to popular demand, despite the original pressing leaving off the record label's contact details. Despite its limited pressing, the single garnered critical acclaim, and was listed as one of the ten best singles of the year by The New York Times.\n", "labels": "What is the title of the single that was listed as one of the ten best singles of the year by The New York Times?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f7e3489f6a541e79a5cd7d421df72d4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The Netherlands provided William Bruce with many of his influences. He was in the Low Countries at a time when Italian Classicism was the height of fashion, and similarities have been observed between Bruce's work, particularly Holyroodhouse, and such buildings as the Amsterdam City Hall (1648\u201365), the work of Jacob van Campen, and Maastricht's City Hall (1659\u201364), by Pieter Post. Alexander Bruce had married a Dutch woman with family ties to the House of Orange, and it seems likely that he provided links to the Dutch artisans who worked on some of Bruce's projects.Bruce was certainly familiar with northern France, and in 1663 he made a further \"foreign journey\" at the behest of Lauderdale, although his itinerary is unknown. Whether by visit or through studying engravings, he knew several notable French houses including Vaux-le-Vicomte, Bl\u00e9rancourt, and the Chateau de Balleroy, the last the work of French architect Fran\u00e7ois Mansart. These modern French designs, incorporating features then unknown in Scotland, such as the double-pile of major rooms in two enfilades, ranged back-to-back, were also influential on Bruce's designs.English influence is also visible in his work. His country houses took the compact Anglo-Dutch type as their model, as introduced into England by Hugh May and Sir Roger Pratt, but with Continental detailing, such as the rustication on the facade at Mertoun. Roger Pratt's Coleshill House of 1660 is often cited as a model for Bruce's Kinross House. Konrad Ottenheym concludes that Bruce employed an \"international style\", which was fashionable in France, Holland, and England, and that he was pivotal in disseminating this style in Scotland.\n", "labels": "What is the last name of the person who knew several notable French houses?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1625dd1ce02348e5906e8e5fdd6b7b43"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Bella, who has just given birth, awakens from her human-to-vampire transformation and is introduced to her daughter Renesmee. The rest of the Cullens and Jacob stay nearby, and when Jacob acts possessively towards Renesmee, Bella learns he has imprinted on her, making her furious until Jacob explains what imprinting is. Meanwhile, Bella's father, Charlie, has been trying to contact the Cullens for updates on Bella's health. Carlisle comes to believe that they have to leave Forks, Washington to protect their identities - especially because of Charlie. Jacob, desperate not to lose Renesmee, visits Charlie and tell him that Bella is alive and well, but had to change in order to get better. Jacob also tells Charlie he doesn't live in the world he thinks he lives in, but says nothing about vampires. He then phases into his wolf form. Charlie then visits the Cullen house and meets Renesmee, believing she is a niece of Edward's whom Bella and Edward adopted. Afterward, the Cullens are able to stay in Forks.\n", "labels": "What is the name of the person who phases into wolf form?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-870346834fca4429813e269890483c7b"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 2016, the United States is in a sustained economic depression. Industrial disasters, resource shortages, and gasoline prices at $37 per gallon have made railroads the primary mode of transportation, but even they are in disrepair. After a major accident on the Rio Norte line of the Taggart Transcontinental railroad, CEO James Taggart shirks responsibility. His sister Dagny Taggart, Vice-President in Charge of Operations, defies him by replacing the aging track with new rails made of Rearden Metal, which is claimed to be lighter yet stronger than steel. Dagny meets with its inventor, Hank Rearden, and they negotiate a deal they both admit serves their respective self-interests.\nPolitician Wesley Mouch\u2014nominally Rearden's lobbyist in Washington, D.C.\u2014is part of a crowd that views heads of industry as persons who must be broken or tamed. James Taggart uses political influence to ensure that Taggart Transcontinental is designated the exclusive railroad for the state of Colorado. Dagny is confronted by Ellis Wyatt, a Colorado oil man angry to be forced to do business with Taggart Transcontinental. Dagny promises him that he will get the service he needs. Dagny encounters former lover Francisco d'Anconia, who presents a fa\u00e7ade of a playboy grown bored with the pursuit of money. He reveals that a series of copper mines he built are worthless, costing his investors (including the Taggart railroad) millions.\nRearden lives in a magnificent home with a wife and a brother who are happy to live off his effort, though they overtly disrespect it. Rearden's anniversary gift to his wife Lillian is a bracelet made from the first batch of Rearden Metal, but she considers it a garish symbol of Hank's egotism. At a dinner party, Dagny dares Lillian to exchange it for Dagny's diamond necklace, which she does.\n", "labels": "Who exchanges a bracelet for someone's diamond necklace?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-9bfabd3f168e48f791ed9d386acd0239"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Radiohead finished recording their eighth album, The King of Limbs, in January 2011. Following the protracted recording and more conventional rock instrumentation of In Rainbows, Radiohead developed The King of Limbs by sampling and looping their recordings with turntables. Radiohead announced the album on Valentine's Day and released it as a download on 18 February 2011 through their website. It was followed by a retail release on CD and vinyl formats in March on XL, and a special \"newspaper album\" edition in May. The King of Limbs sold an estimated 300,000 to 400,000 copies through Radiohead's website; the retail edition debuted at number six on the US Billboard 200 and number seven on the UK Albums Chart. It was nominated for five categories in the 54th Grammy Awards. Two tracks not included on The King of Limbs, \"Supercollider\" and \"The Butcher\", were released as a double A-side single for Record Store Day in April. A compilation of King of Limbs remixes by various artists, TKOL RMX 1234567, was released in September.To perform the rhythmically complex King of Limbs material live, Radiohead enlisted a second drummer, Clive Deamer, who had worked with Portishead and Get the Blessing. Deamer has joined Radiohead on subsequent tours. In June, Radiohead played a surprise performance on the Park stage at the 2011 Glastonbury Festival, performing songs from The King of Limbs for the first time. With Deamer, Radiohead recorded The King of Limbs: Live from the Basement, released online in August 2011. It was also broadcast by international BBC channels and released on DVD and Blu-ray in January 2012. The performance included two new songs, \"The Daily Mail\" and \"Staircase\", released as a double A-side download single in December 2011. In February 2012, they began their first extended North American tour in four years, including dates in the United States, Canada and Mexico. On tour, they recorded material at Jack White's studio Third Man Records, but discarded the recordings.On 16 June 2012, an hour before gates were due to open at Toronto's Downsview Park for the final concert of Radiohead's North American tour, the roof of the venue's temporary stage collapsed, killing drum technician Scott Johnson and injuring three other members of Radiohead's road crew. After rescheduling the tour, Radiohead paid tribute to Johnson at their next concert, in N\u00eemes, France, in July. In June 2013, Live Nation Canada Inc, two other organisations and an engineer were charged with 13 charges under Ontario health and safety laws. In September 2017, after several delays, the case was dropped under the Jordan ruling, which sets strict timelines on trials. Radiohead released a statement condemning the decision. A 2019 inquest returned a verdict of accidental death.\n", "labels": "What three locations did Radiohead's North American tour include?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-242250b9a6b2480b9ed0c8af8e465e15"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: For at least 10,000 years, a variety of indigenous peoples populated the Willamette Valley. These included the Kalapuya, the Chinook, and the Clackamas. The territory of the Clackamas encompassed the northeastern portion of the basin, including the Clackamas River (with which their name is shared). Although it is unclear exactly when, the territory of the Chinook once extended across the northern part of the watershed, through the Columbia River valley. Indigenous peoples of the Willamette Valley were further divided into groups including the Kalapuyan-speaking Yamhill and Atfalati (Tualatin) (both Northern Kalapuya), Central Kalapuya like the Santiam, Muddy Creek (Chemapho), Long Tom (Chelamela), Calapooia (Tsankupi), Marys River (Chepenafa) and Luckiamute, and the Yoncalla or Southern Kalapuya, as well other tribes such as the Chuchsney-Tufti, Siuslaw and Molala. The name Willamette is of indigenous origin, deriving from the French pronunciation of the name of a Clackamas Native American village. However, Native American languages in Oregon were very similar, so the name may also be derived from Kalapuya dialects.\nAround the year 1850, the Kalapuya numbered between 2,000 and 3,000 and were distributed among several groups. These figures are only speculative; there may have been as few as eight subgroups or as many as 16. In that time period, the Clackamas' tribal population was roughly 1,800. The U.S. Census Bureau estimated that the Chinook population was nearly 5,000, though not all of the Chinook lived on the Willamette. The Chinook territory encompassed the lower Columbia River valley and significant stretches of the Pacific coast on both the north and the south side of the Columbia's mouth. At times, however, the Chinook territory extended even farther south in the Willamette Valley. The total native population was estimated at about 15,000.The indigenous peoples of the Willamette River practiced a variety of life ways. Those on the lower river, slightly closer to the coast, often relied on fishing as their primary economic mainstay. Salmon was the most important fish to Willamette River tribes as well as to the Native Americans of the Columbia River, where white traders traded fish with the Native Americans. Upper-river tribes caught steelhead and salmon, often by building weirs across tributary streams. Tribes of the northern Willamette Valley practiced a generally settled lifestyle. The Chinooks lived in great wooden lodges, practiced slavery, and had a well-defined caste system. People of the south were more nomadic, traveling from place to place with the seasons. They were known for the controlled burning of woodlands to create meadows for hunting and plant gathering (especially camas).\n", "labels": "What type of fish was very important to the tribes that lived on the Willamette River?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d4cded52bbdd4fa8be86609f155f6344"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Although The Big Cypress is the largest growth of cypress swamps in South Florida, such swamps\u2014as well as portions of sawgrass marshes\u2014can be found near the Atlantic Coastal Ridge and between Lake Okeechobee and the Eastern flatwoods. Hardwood hammocks and pineland are often interspersed with the cypress ecosystem. Much like tree islands that are colloquially referred to as \"heads\", cypress trees grow in formations that resemble domes, with the tallest and thickest trunks in the center, rooted in the deepest peat. As the peat thins out, cypresses continue to grow, but are smaller and thinner, giving the small forest the appearance of a dome. They also grow in strands, slightly elevated on a plateau of limestone and surrounded on two sides by sloughs. Other hardwood trees can be found in cypress domes, such as red maple (Acer rubrum), swamp bay (Persea palustris), and pop ash (Fraxinus caroliniana). If cypresses are removed, hardwoods take over, and the ecosystem is recategorized as a mixed swamp forest.\nBecause the cypress domes and strands retain moisture and block out much of the sunlight, plants such as orchids, bromeliads, and ferns thrive in cypress domes and strands. Orchids bloom throughout the year in cypress heads, and bromeliads appear in many varieties; on Fakahatchee Strand alone, thirteen species have been documented. Bromeliads collect moisture from rain and humidity in the bases of their leaves, which also nurture frogs, lizards and various insects. Wood storks (Mycteria americana) nest almost exclusively in cypress forests and in the past 100 years have seen a dramatic decline, probably due to lack of reproduction tied to controlled water. Wood storks' reproductive cycles coincide with the dry season, when small fish and amphibians are trapped in shallow pools and puddles. When water from canals or locks is released too soon or not at all, storks are unable to find enough food for themselves and their offspring. An estimated 20,000 wood storks nested in The Big Cypress in the 1930s, but by the 1990s less than 2,000 were counted.\n", "labels": "What has there been a drastic decline in over the past 100 years that is probably due to lack of reproduction tied to controlled water?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-2ce8bf3f3c4241f990c400bf163055de"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Although The Big Cypress is the largest growth of cypress swamps in South Florida, such swamps\u2014as well as portions of sawgrass marshes\u2014can be found near the Atlantic Coastal Ridge and between Lake Okeechobee and the Eastern flatwoods. Hardwood hammocks and pineland are often interspersed with the cypress ecosystem. Much like tree islands that are colloquially referred to as \"heads\", cypress trees grow in formations that resemble domes, with the tallest and thickest trunks in the center, rooted in the deepest peat. As the peat thins out, cypresses continue to grow, but are smaller and thinner, giving the small forest the appearance of a dome. They also grow in strands, slightly elevated on a plateau of limestone and surrounded on two sides by sloughs. Other hardwood trees can be found in cypress domes, such as red maple (Acer rubrum), swamp bay (Persea palustris), and pop ash (Fraxinus caroliniana). If cypresses are removed, hardwoods take over, and the ecosystem is recategorized as a mixed swamp forest.\nBecause the cypress domes and strands retain moisture and block out much of the sunlight, plants such as orchids, bromeliads, and ferns thrive in cypress domes and strands. Orchids bloom throughout the year in cypress heads, and bromeliads appear in many varieties; on Fakahatchee Strand alone, thirteen species have been documented. Bromeliads collect moisture from rain and humidity in the bases of their leaves, which also nurture frogs, lizards and various insects. Wood storks (Mycteria americana) nest almost exclusively in cypress forests and in the past 100 years have seen a dramatic decline, probably due to lack of reproduction tied to controlled water. Wood storks' reproductive cycles coincide with the dry season, when small fish and amphibians are trapped in shallow pools and puddles. When water from canals or locks is released too soon or not at all, storks are unable to find enough food for themselves and their offspring. An estimated 20,000 wood storks nested in The Big Cypress in the 1930s, but by the 1990s less than 2,000 were counted.\n", "labels": "What is the name of the species that has a reproductive cycle that coincides with the dry season?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-2ce8bf3f3c4241f990c400bf163055de"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Stereolab's music combines a droning rock sound with lounge instrumentals, overlaid with sing-song female vocals and pop melodies, and have also made use of unorthodox time signatures. It has been generally described as avant-pop, indie pop, art pop, indie electronic, indie rock, post-rock, experimental rock, and experimental pop.The band have played on vintage electronic keyboards and synthesizers from brands such as Farfisa and Vox and Moog. Gane has praised the instruments for their versatility: \"We use the older effects because they're more direct, more extreme, and they're more like plasticine: you can shape them into loads of things.\" The 1994 album Mars Audiac Quintet prominently features Moog synthesizers.\nL\u00e6titia Sadier's English and French vocals was a part of Stereolab's music since the beginning; and would occasionally sing wordlessly along with the music.  In reference to her laid-back delivery, Peter Shapiro wrote facetiously in Wire that Sadier \"display[ed] all the emotional histrionics of Nico\", while some critics have commented that her vocals were unintelligible. Sadier would often trade vocals with Mary Hansen back-and-forth in a sing-song manner that has been described as \"eerie\" and \"hypnotic\", as well as \"sweet [and] slightly alien\". After Hansen's death in 2002, critic Jim Harrington commented that her absence is noticeable on live performances of Stereolab's older tracks, and that their newer songs could have benefited from Hansen's backing vocals.In interviews, Gane and Sadier have discussed their musical philosophy. Gane said that \"to be unique was more important than to be good.\" On the subject of being too obscure, he said in a 1996 interview that \"maybe the area where we're on dodgy ground, is this idea that you need great knowledge [of] esoteric music to understand what we're doing.\" Sadier responded to Gane, saying that she \"think[s] we have achieved a music that will make sense to a lot of people whether they know about Steve Reich or not.\" The duo were up-front about their desire to grow their sound: for Gane, \"otherwise it just sounds like what other people are doing\", and for Sadier, \"you trust that there is more and that it can be done more interesting.\".\n", "labels": "What is the first name of the person who would often trade vocals with Mary Hansen back-and-forth in a sing-song manner?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-08640fb01edf42b78d754ba93dd09512"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Stereolab's music combines a droning rock sound with lounge instrumentals, overlaid with sing-song female vocals and pop melodies, and have also made use of unorthodox time signatures. It has been generally described as avant-pop, indie pop, art pop, indie electronic, indie rock, post-rock, experimental rock, and experimental pop.The band have played on vintage electronic keyboards and synthesizers from brands such as Farfisa and Vox and Moog. Gane has praised the instruments for their versatility: \"We use the older effects because they're more direct, more extreme, and they're more like plasticine: you can shape them into loads of things.\" The 1994 album Mars Audiac Quintet prominently features Moog synthesizers.\nL\u00e6titia Sadier's English and French vocals was a part of Stereolab's music since the beginning; and would occasionally sing wordlessly along with the music.  In reference to her laid-back delivery, Peter Shapiro wrote facetiously in Wire that Sadier \"display[ed] all the emotional histrionics of Nico\", while some critics have commented that her vocals were unintelligible. Sadier would often trade vocals with Mary Hansen back-and-forth in a sing-song manner that has been described as \"eerie\" and \"hypnotic\", as well as \"sweet [and] slightly alien\". After Hansen's death in 2002, critic Jim Harrington commented that her absence is noticeable on live performances of Stereolab's older tracks, and that their newer songs could have benefited from Hansen's backing vocals.In interviews, Gane and Sadier have discussed their musical philosophy. Gane said that \"to be unique was more important than to be good.\" On the subject of being too obscure, he said in a 1996 interview that \"maybe the area where we're on dodgy ground, is this idea that you need great knowledge [of] esoteric music to understand what we're doing.\" Sadier responded to Gane, saying that she \"think[s] we have achieved a music that will make sense to a lot of people whether they know about Steve Reich or not.\" The duo were up-front about their desire to grow their sound: for Gane, \"otherwise it just sounds like what other people are doing\", and for Sadier, \"you trust that there is more and that it can be done more interesting.\".\n", "labels": "What is the full name of the person whose absence was noticeable on live performances of Stereolab's older tracks?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-08640fb01edf42b78d754ba93dd09512"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Overall, reception of the album was positive. Stephen Holden of Blender called Wainwright's tribute \"a fabulous stunt in which a gay singer channeled the spirit of the ultimate gay icon\", and declared the album was \"as good an introduction to the great American songbook as any\". Pitchfork Media's Stephen Trouss\u00e9 wrote that Wainwright \"elegantly outdoes [Garland] on a couple of the ballads\" and also compliments guest performer Martha Wainwright, \"who turns in a stunning, showstopping 'Stormy Weather' in an appropriately brazen bid to steal the show\". In his review for Rolling Stone, Robert Christgau stated it was \"a relief to hear him essay the show tunes and Tin Pan Alley chestnuts of this tribute album\". Furthermore, he wrote that the songs \"expand [Wainwright's] melodic compass\", allowing him to \"bring something new to them too \u2013 namely, sexuality in the sensuality as opposed to gender-preference sense\". Dave Hughes of Slant Magazine had positive comments about the album: \"That Wainwright has the temerity to cover such a bona fide classic\u2014and the chops to pull it off without breaking a limb or his brain\u2014speaks both to his ambition and to his prodigious abilities.\"The album did receive some criticism. After noting Garland's lifelong attempt to master pitch and articulation, Christgau claimed Wainwright's habit of \"slid[ing] past notes and draw[ing] out the final syllables of lines are signatures indistinguishable from tics\". Entertainment Weekly's Chris Willman wrote that Wainwright's \"delicate upper range is nicely attuned to some of the ballads, but anything that requires belting is pretty much a loss\". Mark Edwards of The Times called Wainwright's performance an acquired taste, stating his \"trademark delivery\" is \"lazy and somewhat slurred\". Dave Hughes' review pointed out Wainwright's \"problem with the brassy high notes in an otherwise energetic take on 'That's Entertainment'\", but admits it would be unfair to hold this against him since Garland's live performance was not perfect either. Hughes appropriately notes, \"Ain't nobody perfect\".\n", "labels": "What is the name of the person that essayed Tin Pan Alley chestnusts on the tribute album?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-a691f6111554443782730816e14dd8ef"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Diana Whitcombe works at her aunt's country inn, but dreams of escaping to London and making her way in society. When chance provides her with the necessary funds, she makes her way to the big city and takes up employment in a hairdressing salon where she befriends French fellow assistant Annette, and moves into the same hostel in which Annette is living.\nOne day Diana spots a kitten in danger on a busy road, and dashes into the traffic to rescue it. Her kind action is witnessed by singer Jerry Dean, who strikes up a conversation and invites her for lunch the next day at the Ritz Hotel. Diana is worried that has nothing suitable to wear to such a rarefied establishment, but is delighted when Annette produces a beautiful dress which she offers to loan to her. Unknown to Diana however, the dress has been stolen by a maid friend of Annette's from her wealthy employer, and passed to Annette for safe-keeping before it is sold to a dealer.\nDiana and Jerry meet for their Ritz rendezvous. Unfortunately, also present is the Countess Delavell lunching with her theatrical friend Dudley Chalfont, and it is the Countess' stolen dress which Diana is wearing. At the end of the meeting Jerry, explaining that he has to leave to fulfil engagements in Scotland, proposes to Diana and she accepts. Meanwhile, the Countess' maid, aware that she is already under suspicion, steals some valuable jewellery, alerts Annette and the pair take off for France.\n", "labels": "What is the full name of the real owner of the dress?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-2b426bc8f7bb4e12b417e833aaf91f2d"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: By the mid-1960s Harrison had become an admirer of Indian culture and mysticism, introducing it to the other Beatles. During the filming of Help! in the Bahamas, they met the founder of Sivananda Yoga, Swami Vishnu-devananda, who gave each of them a signed copy of his book, The Complete Illustrated Book of Yoga. Between the end of the last Beatles tour in 1966 and the beginning of the Sgt Pepper recording sessions, he made a pilgrimage to India with his wife Pattie; there, he studied sitar with Ravi Shankar, met several gurus, and visited various holy places. In 1968 he travelled to Rishikesh in northern India with the other Beatles to study meditation with Maharishi Mahesh Yogi. Harrison's use of psychedelic drugs encouraged his path to meditation and Hinduism. He commented: \"For me, it was like a flash. The first time I had acid, it just opened up something in my head that was inside of me, and I realized a lot of things. I didn't learn them because I already knew them, but that happened to be the key that opened the door to reveal them. From the moment I had that, I wanted to have it all the time \u2013 these thoughts about the yogis and the Himalayas, and Ravi's music.\"In line with the Hindu yoga tradition, Harrison became a vegetarian in the late 1960s. After being given various religious texts by Shankar in 1966, he remained a lifelong advocate of the teachings of Swami Vivekananda and Paramahansa Yogananda \u2013 yogis and authors, respectively, of Raja Yoga and Autobiography of a Yogi. In mid-1969, he produced the single \"Hare Krishna Mantra\", performed by members of the London Radha Krishna Temple. Having also helped the Temple devotees become established in Britain, Harrison then met their leader, A.C. Bhaktivedanta Swami Prabhupada, whom he described as \"my friend ... my master\" and \"a perfect example of everything he preached\". Harrison embraced the Hare Krishna tradition, particularly japa-yoga chanting with beads, and became a lifelong devotee.Regarding other faiths he once remarked: \"All religions are branches of one big tree. It doesn't matter what you call Him just as long as you call.\" He commented on his beliefs:.\n", "labels": "What is the last name of the person who made a pilgrimage to India with his wife Pattie?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-96033d8fd7644ce5bf490ecc71be9996"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: By the mid-1960s Harrison had become an admirer of Indian culture and mysticism, introducing it to the other Beatles. During the filming of Help! in the Bahamas, they met the founder of Sivananda Yoga, Swami Vishnu-devananda, who gave each of them a signed copy of his book, The Complete Illustrated Book of Yoga. Between the end of the last Beatles tour in 1966 and the beginning of the Sgt Pepper recording sessions, he made a pilgrimage to India with his wife Pattie; there, he studied sitar with Ravi Shankar, met several gurus, and visited various holy places. In 1968 he travelled to Rishikesh in northern India with the other Beatles to study meditation with Maharishi Mahesh Yogi. Harrison's use of psychedelic drugs encouraged his path to meditation and Hinduism. He commented: \"For me, it was like a flash. The first time I had acid, it just opened up something in my head that was inside of me, and I realized a lot of things. I didn't learn them because I already knew them, but that happened to be the key that opened the door to reveal them. From the moment I had that, I wanted to have it all the time \u2013 these thoughts about the yogis and the Himalayas, and Ravi's music.\"In line with the Hindu yoga tradition, Harrison became a vegetarian in the late 1960s. After being given various religious texts by Shankar in 1966, he remained a lifelong advocate of the teachings of Swami Vivekananda and Paramahansa Yogananda \u2013 yogis and authors, respectively, of Raja Yoga and Autobiography of a Yogi. In mid-1969, he produced the single \"Hare Krishna Mantra\", performed by members of the London Radha Krishna Temple. Having also helped the Temple devotees become established in Britain, Harrison then met their leader, A.C. Bhaktivedanta Swami Prabhupada, whom he described as \"my friend ... my master\" and \"a perfect example of everything he preached\". Harrison embraced the Hare Krishna tradition, particularly japa-yoga chanting with beads, and became a lifelong devotee.Regarding other faiths he once remarked: \"All religions are branches of one big tree. It doesn't matter what you call Him just as long as you call.\" He commented on his beliefs:.\n", "labels": "What is the last name of the person who studied sitar with Ravi Shankar, met several gurus, and visited various holy places?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-96033d8fd7644ce5bf490ecc71be9996"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: By the mid-1960s Harrison had become an admirer of Indian culture and mysticism, introducing it to the other Beatles. During the filming of Help! in the Bahamas, they met the founder of Sivananda Yoga, Swami Vishnu-devananda, who gave each of them a signed copy of his book, The Complete Illustrated Book of Yoga. Between the end of the last Beatles tour in 1966 and the beginning of the Sgt Pepper recording sessions, he made a pilgrimage to India with his wife Pattie; there, he studied sitar with Ravi Shankar, met several gurus, and visited various holy places. In 1968 he travelled to Rishikesh in northern India with the other Beatles to study meditation with Maharishi Mahesh Yogi. Harrison's use of psychedelic drugs encouraged his path to meditation and Hinduism. He commented: \"For me, it was like a flash. The first time I had acid, it just opened up something in my head that was inside of me, and I realized a lot of things. I didn't learn them because I already knew them, but that happened to be the key that opened the door to reveal them. From the moment I had that, I wanted to have it all the time \u2013 these thoughts about the yogis and the Himalayas, and Ravi's music.\"In line with the Hindu yoga tradition, Harrison became a vegetarian in the late 1960s. After being given various religious texts by Shankar in 1966, he remained a lifelong advocate of the teachings of Swami Vivekananda and Paramahansa Yogananda \u2013 yogis and authors, respectively, of Raja Yoga and Autobiography of a Yogi. In mid-1969, he produced the single \"Hare Krishna Mantra\", performed by members of the London Radha Krishna Temple. Having also helped the Temple devotees become established in Britain, Harrison then met their leader, A.C. Bhaktivedanta Swami Prabhupada, whom he described as \"my friend ... my master\" and \"a perfect example of everything he preached\". Harrison embraced the Hare Krishna tradition, particularly japa-yoga chanting with beads, and became a lifelong devotee.Regarding other faiths he once remarked: \"All religions are branches of one big tree. It doesn't matter what you call Him just as long as you call.\" He commented on his beliefs:.\n", "labels": "What is the last name of the person who travelled to Rishikesh in northern India with the other Beatles to study meditation with Maharishi Mahesh Yogi?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-96033d8fd7644ce5bf490ecc71be9996"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: By the mid-1960s Harrison had become an admirer of Indian culture and mysticism, introducing it to the other Beatles. During the filming of Help! in the Bahamas, they met the founder of Sivananda Yoga, Swami Vishnu-devananda, who gave each of them a signed copy of his book, The Complete Illustrated Book of Yoga. Between the end of the last Beatles tour in 1966 and the beginning of the Sgt Pepper recording sessions, he made a pilgrimage to India with his wife Pattie; there, he studied sitar with Ravi Shankar, met several gurus, and visited various holy places. In 1968 he travelled to Rishikesh in northern India with the other Beatles to study meditation with Maharishi Mahesh Yogi. Harrison's use of psychedelic drugs encouraged his path to meditation and Hinduism. He commented: \"For me, it was like a flash. The first time I had acid, it just opened up something in my head that was inside of me, and I realized a lot of things. I didn't learn them because I already knew them, but that happened to be the key that opened the door to reveal them. From the moment I had that, I wanted to have it all the time \u2013 these thoughts about the yogis and the Himalayas, and Ravi's music.\"In line with the Hindu yoga tradition, Harrison became a vegetarian in the late 1960s. After being given various religious texts by Shankar in 1966, he remained a lifelong advocate of the teachings of Swami Vivekananda and Paramahansa Yogananda \u2013 yogis and authors, respectively, of Raja Yoga and Autobiography of a Yogi. In mid-1969, he produced the single \"Hare Krishna Mantra\", performed by members of the London Radha Krishna Temple. Having also helped the Temple devotees become established in Britain, Harrison then met their leader, A.C. Bhaktivedanta Swami Prabhupada, whom he described as \"my friend ... my master\" and \"a perfect example of everything he preached\". Harrison embraced the Hare Krishna tradition, particularly japa-yoga chanting with beads, and became a lifelong devotee.Regarding other faiths he once remarked: \"All religions are branches of one big tree. It doesn't matter what you call Him just as long as you call.\" He commented on his beliefs:.\n", "labels": "What is the last name of the person who said \"For me, it was like a flash. The first time I had acid, it just opened up something in my head that was inside of me, and I realized a lot of things?\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-96033d8fd7644ce5bf490ecc71be9996"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: By the mid-1960s Harrison had become an admirer of Indian culture and mysticism, introducing it to the other Beatles. During the filming of Help! in the Bahamas, they met the founder of Sivananda Yoga, Swami Vishnu-devananda, who gave each of them a signed copy of his book, The Complete Illustrated Book of Yoga. Between the end of the last Beatles tour in 1966 and the beginning of the Sgt Pepper recording sessions, he made a pilgrimage to India with his wife Pattie; there, he studied sitar with Ravi Shankar, met several gurus, and visited various holy places. In 1968 he travelled to Rishikesh in northern India with the other Beatles to study meditation with Maharishi Mahesh Yogi. Harrison's use of psychedelic drugs encouraged his path to meditation and Hinduism. He commented: \"For me, it was like a flash. The first time I had acid, it just opened up something in my head that was inside of me, and I realized a lot of things. I didn't learn them because I already knew them, but that happened to be the key that opened the door to reveal them. From the moment I had that, I wanted to have it all the time \u2013 these thoughts about the yogis and the Himalayas, and Ravi's music.\"In line with the Hindu yoga tradition, Harrison became a vegetarian in the late 1960s. After being given various religious texts by Shankar in 1966, he remained a lifelong advocate of the teachings of Swami Vivekananda and Paramahansa Yogananda \u2013 yogis and authors, respectively, of Raja Yoga and Autobiography of a Yogi. In mid-1969, he produced the single \"Hare Krishna Mantra\", performed by members of the London Radha Krishna Temple. Having also helped the Temple devotees become established in Britain, Harrison then met their leader, A.C. Bhaktivedanta Swami Prabhupada, whom he described as \"my friend ... my master\" and \"a perfect example of everything he preached\". Harrison embraced the Hare Krishna tradition, particularly japa-yoga chanting with beads, and became a lifelong devotee.Regarding other faiths he once remarked: \"All religions are branches of one big tree. It doesn't matter what you call Him just as long as you call.\" He commented on his beliefs:.\n", "labels": "What is the last name of the person who produced the single \"Hare Krishna Mantra?\"?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-96033d8fd7644ce5bf490ecc71be9996"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: A group of terrorists led by Commander Topov kidnap the Ukrainian Prime Minister's son and daughter and hold them hostage, demanding the release of their imprisoned comrades within 72 hours. In addition, they have taken over the crippled Chernobyl Nuclear Power Plant and threaten to detonate it if their demands are not met. It is revealed that among the ranks of the terrorists is an experimental Next-Generation UniSol (Andrei Arlovski), who was smuggled in by rogue scientist Dr. Robert Colin. U.S. forces join up with the Ukrainian Army at the plant, but quickly retreat when the NGU slaughters most of them effortlessly.  Dr. Richard Porter, Dr. Colin's former colleague on the Universal Soldier program, revives four UniSols to take down the NGU, but they are systematically eliminated.\nFormer UniSol Luc Deveraux, who is undergoing rehabilitation therapy in Switzerland with Dr. Sandra Fleming with the goal of rejoining society, is taken back by the military to participate in the mission. As the deadline nears its expiration, the prime minister announces the release of the prisoners. The terrorists, having gotten what they wanted, rejoice and shut off the bomb. Dr. Colin, however, is not pleased with the outcome, as he feels his side of the business is not done. As the NGU is programmed not to harm the terrorists, Dr. Colin unleashes his second UniSol: a cloned and upgraded version of Andrew Scott - Deveraux's nemesis - who quickly kills Commander Topov. However, Dr. Colin never considered Scott's mental instability, and he is killed by his own creation. Scott then reactivates the bomb before heading out to hunt the children.\n", "labels": "What is the last name of the mentally unstable soldier that the rogue scientist activates?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8324990d599d4c5f961d68ffc976bbb5"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: McVeigh later said that he had contemplated assassinating Attorney General Janet Reno, Lon Horiuchi, and others in preference to attacking a building, and after the bombing he said that he sometimes wished he had carried out a series of assassinations instead. He initially intended only to destroy a federal building, but he later decided that his message would be better received if many people were killed in the bombing. McVeigh's criterion for potential attack sites was that the target should house at least two of three federal law enforcement agencies: the Bureau of Alcohol, Tobacco, and Firearms (ATF), the Federal Bureau of Investigation (FBI), or the Drug Enforcement Administration (DEA). He regarded the presence of additional law enforcement agencies, such as the Secret Service or the U.S. Marshals Service, as a bonus.A resident of Kingman, Arizona, McVeigh considered targets in Missouri, Arizona, Texas, and Arkansas. He stated in his authorized biography that he wanted to minimize non-governmental casualties, so he ruled out a 40-story government building in Little Rock, Arkansas, because of the presence of a florist's shop on the ground floor. In December 1994, McVeigh and Fortier visited Oklahoma City to inspect McVeigh's target: the Alfred P. Murrah Federal Building. The Murrah building had been previously targeted in October 1983 by white supremacist group The Covenant, The Sword, and the Arm of the Lord, including founder James Ellison and Richard Snell. The group had plotted to park \"a van or trailer in front of the Federal Building and blow it up with rockets detonated by a timer.\" After Snell's appeal for murdering two people in unrelated cases was denied, he was executed the same day as the Murrah bombing.The nine-story building, built in 1977, was named for a federal judge and housed fourteen federal agencies, including the DEA, ATF, Social Security Administration, and recruiting offices for the Army and Marine Corps. The Murrah building was chosen for its glass front \u2013 which was expected to shatter under the impact of the blast \u2013 and its adjacent large, open parking lot across the street, which might absorb and dissipate some of the force, and protect the occupants of nearby non-federal buildings. In addition, McVeigh believed that the open space around the building would provide better photo opportunities for propaganda purposes. The attack was planned to take place on April 19, 1995, to coincide with the 2nd anniversary of the Waco siege and the 220th anniversary of the Battles of Lexington and Concord.\n", "labels": "What is the full name of the nine-story building, built in 1977, was named for a federal judge and housed fourteen federal agencies?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-10c881e7fccd43f7b55015b09ab56a14"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: McVeigh later said that he had contemplated assassinating Attorney General Janet Reno, Lon Horiuchi, and others in preference to attacking a building, and after the bombing he said that he sometimes wished he had carried out a series of assassinations instead. He initially intended only to destroy a federal building, but he later decided that his message would be better received if many people were killed in the bombing. McVeigh's criterion for potential attack sites was that the target should house at least two of three federal law enforcement agencies: the Bureau of Alcohol, Tobacco, and Firearms (ATF), the Federal Bureau of Investigation (FBI), or the Drug Enforcement Administration (DEA). He regarded the presence of additional law enforcement agencies, such as the Secret Service or the U.S. Marshals Service, as a bonus.A resident of Kingman, Arizona, McVeigh considered targets in Missouri, Arizona, Texas, and Arkansas. He stated in his authorized biography that he wanted to minimize non-governmental casualties, so he ruled out a 40-story government building in Little Rock, Arkansas, because of the presence of a florist's shop on the ground floor. In December 1994, McVeigh and Fortier visited Oklahoma City to inspect McVeigh's target: the Alfred P. Murrah Federal Building. The Murrah building had been previously targeted in October 1983 by white supremacist group The Covenant, The Sword, and the Arm of the Lord, including founder James Ellison and Richard Snell. The group had plotted to park \"a van or trailer in front of the Federal Building and blow it up with rockets detonated by a timer.\" After Snell's appeal for murdering two people in unrelated cases was denied, he was executed the same day as the Murrah bombing.The nine-story building, built in 1977, was named for a federal judge and housed fourteen federal agencies, including the DEA, ATF, Social Security Administration, and recruiting offices for the Army and Marine Corps. The Murrah building was chosen for its glass front \u2013 which was expected to shatter under the impact of the blast \u2013 and its adjacent large, open parking lot across the street, which might absorb and dissipate some of the force, and protect the occupants of nearby non-federal buildings. In addition, McVeigh believed that the open space around the building would provide better photo opportunities for propaganda purposes. The attack was planned to take place on April 19, 1995, to coincide with the 2nd anniversary of the Waco siege and the 220th anniversary of the Battles of Lexington and Concord.\n", "labels": "What is the full name of the building whose adjacent open parking lot across the street, which might absorb and dissipate some of the force while protecting the occupants of nearby non-federal buildings, was one of the reasons it was chosen as a target?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-10c881e7fccd43f7b55015b09ab56a14"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Although Watts's plans for the memorial had envisaged names inscribed on the wall, in the event the memorial was designed to hold panels of hand-painted and glazed ceramic tiles. Watts was an acquaintance of William De Morgan, at that time one of the world's leading tile designers, and consequently found them easier and cheaper to obtain than engraved stone. The four initial memorial tablets, installed for the unveiling, each consisted of two large custom-made tiles, with each tablet costing \u00a33 5s (about \u00a3360 as of 2019) to produce. Only four tablets were installed by the time of the unveiling ceremony, and Watts already had concerns about the potential costs of installing the 120 tablets envisaged in the memorial's design.Costs were allayed by using standard 6-inch (15 cm) tiles for the next set of tablets, reducing the costs to a more manageable \u00a32 per tablet. In 1902, nine further tablets were installed, intermittently spaced along the central of the five rows, including the memorial to Alice Ayres for which Watts had lobbied.\nThe subjects of the 13 initial tiles had been personally selected by Watts, who had for many years maintained a list of newspaper reports of heroic actions potentially worthy of recognition. However, by this time he was in his eighties and in increasingly poor health, and in January 1904 the vicar and churchwardens of St Botolph's Aldersgate formed the Humble Heroes Memorial Committee to oversee the completion of the project, agreeing to defer to Watts regarding additions to the memorial. Watts strenuously objected to the name, as \"not being applicable to anything as splendid as heroic self-sacrifice\", and the committee was renamed the \"Heroic Self Sacrifice Memorial Committee\".On 1 July 1904 George Frederic Watts died at New Little Holland House, aged 87. He was hailed \"The last great Victorian\", and a memorial service was held in St Paul's Cathedral, 300 yards (270 m) south of Postman's Park, on 7 July 1904.On 11 July 1904 Mary Watts wrote to the Heroic Self Sacrifice Memorial Committee, stating that she intended to complete the memorial and offering to select 35 names from Watts's list of names and to raise the \u00a362 (about \u00a37,000 as of 2019) necessary to finance the completion of the first two rows of tablets. Mary Watts selected eleven names to complete the first row, and De Morgan provided the tiles in October 1905. Unfortunately, five of the tiles were damaged during shipping and needed to be replaced.\n", "labels": "What was the full name of the person who wanted to complete the memorial offering to select 35 names from Watt's list of names?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-5875d5ef83af4b93bcebda8ca509175c"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Letty Strong was raised in a good family, but became pregnant and ran away from home. She was taken in by elderly Fuzzy, and gave birth to Mickey in the back room of Fuzzy's bookstore at the age of fifteen. Embittered, she taught Mickey to be street smart so he will never be taken advantage of like her. Fuzzy strongly disapproves of how she is raising her son. Now seven years old, Mickey skips school and does as he pleases. Meanwhile, Letty earns a living by entertaining buyers so they will give business to her friend Steve Karns.\nA milk truck driven by Malcolm \"Mal\" Trevor hits Mickey as he is rollerskating in the street. When Letty's lawyer, Adolphe, learns that Mal is the wealthy president of Amalgamated Dairies (out checking every aspect of his large business), he talks Letty into seizing the opportunity to make some money. They get Mickey to lie about the extent of his injuries. However, during the trial, Mal's attorney produces films showing Mickey fully recovered. The irate judge has Mickey taken from Letty and put in an institution for boys.\nMal and his wife Alyce have no children. Mal offers to adopt Mickey, with Letty's approval, so she can see her son more frequently. Mickey thrives on Mal's country estate and the loving parenting he receives.\nLetty is not satisfied with this arrangement; she wants her son back. Adolph suggests she seduce Mal and blackmail him into giving her Mickey (as well as money) with a recording of their conversation. The plan works; Mal admits he has fallen in love with her, and they spend the night together. The next morning, however, Mal informs a surprised Letty that he has told his wife. Alyce is willing to sacrifice herself for Mal's happiness. Letty comes to realize her genuine feelings for Mal, and breaks up with him, pretending to have only been toying with him. She then goes back to Fuzzy and asks for her old job back at the bookstore.\n", "labels": "What is the first name of the person that Fuzzy disapproves of how Letty is raising?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b18ef7c594cc4a6a804917c2558795b0"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Letty Strong was raised in a good family, but became pregnant and ran away from home. She was taken in by elderly Fuzzy, and gave birth to Mickey in the back room of Fuzzy's bookstore at the age of fifteen. Embittered, she taught Mickey to be street smart so he will never be taken advantage of like her. Fuzzy strongly disapproves of how she is raising her son. Now seven years old, Mickey skips school and does as he pleases. Meanwhile, Letty earns a living by entertaining buyers so they will give business to her friend Steve Karns.\nA milk truck driven by Malcolm \"Mal\" Trevor hits Mickey as he is rollerskating in the street. When Letty's lawyer, Adolphe, learns that Mal is the wealthy president of Amalgamated Dairies (out checking every aspect of his large business), he talks Letty into seizing the opportunity to make some money. They get Mickey to lie about the extent of his injuries. However, during the trial, Mal's attorney produces films showing Mickey fully recovered. The irate judge has Mickey taken from Letty and put in an institution for boys.\nMal and his wife Alyce have no children. Mal offers to adopt Mickey, with Letty's approval, so she can see her son more frequently. Mickey thrives on Mal's country estate and the loving parenting he receives.\nLetty is not satisfied with this arrangement; she wants her son back. Adolph suggests she seduce Mal and blackmail him into giving her Mickey (as well as money) with a recording of their conversation. The plan works; Mal admits he has fallen in love with her, and they spend the night together. The next morning, however, Mal informs a surprised Letty that he has told his wife. Alyce is willing to sacrifice herself for Mal's happiness. Letty comes to realize her genuine feelings for Mal, and breaks up with him, pretending to have only been toying with him. She then goes back to Fuzzy and asks for her old job back at the bookstore.\n", "labels": "What are the first names of the people who talk Mickey into lying?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b18ef7c594cc4a6a804917c2558795b0"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 Yorkshire, England, at the estate of the Duke of Rudling, the British Army converted the grounds into a training camp for war dogs. The camp is placed under the supervision of Sam Carraclough, the kennel caretaker, who immediately begins the process of selecting the best dogs for training, including Laddie, the young pup of the champion collie, Lassie. Joe Carraclough, now an adult, joins the Royal Air Force during the Second World War. Departing for training school, he is forced to leave behind his dog Lassie and her pup, Laddie.\nLaddie, being considered as a \"war dog\", follows Joe to training school and then stows away on his master's bomber, just as it takes off on a dangerous mission over Nazi-occupied Norway. The two are forced to parachute when hit by enemy fire. Laddie then seeks help for his injured master. While they are separated, Joe is captured, and the dog is pursued by enemy soldiers. Laddie is sheltered, first by young Norwegian children who find him, and later by a freedom-fighter who is killed. Laddie finally reaches the prisoner-of-war camp where his master had been taken.\nThe German guards use Laddie to seek out his master who had escaped. In his search for Joe, who is forced into a labor detail on a coastal gun emplacement, Laddie is reunited with his master and thereafter the two race for their lives to reach friendly lines as the Nazis pursue them. Finally free, both Joe and Laddie make their way back to the Rudling estate to reunite with Lassie, Sam Carraclough, Joe's father and Priscilla, the Duke of Rudling's granddaughter.\n", "labels": "What is the full name of the person that Laddie searches for help for?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-d3c9d24788e94776a1b0298034e01463"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Born at Podolskaya Street in Saint Petersburg, Russia, Shostakovich was the second of three children of Dmitri Boleslavovich Shostakovich and Sofiya Vasilievna Kokoulina. Shostakovich's paternal grandfather, originally surnamed Szostakowicz, was of Polish Roman Catholic descent (his family roots trace to the region of the town of Vileyka in today's Belarus), but his immediate forebears came from Siberia. A Polish revolutionary in the January Uprising of 1863\u20134, Boles\u0142aw Szostakowicz would be exiled to Narym (near Tomsk) in 1866 in the crackdown that followed Dmitri Karakozov's assassination attempt on Tsar Alexander II. When his term of exile ended, Szostakowicz decided to remain in Siberia. He eventually became a successful banker in Irkutsk and raised a large family. His son Dmitri Boleslavovich Shostakovich, the composer's father, was born in exile in Narim in 1875 and studied physics and mathematics in Saint Petersburg University, graduating in 1899. He then went to work as an engineer under Dmitri Mendeleev at the Bureau of Weights and Measures in Saint Petersburg. In 1903 he married another Siberian transplant to the capital, Sofiya Vasilievna Kokoulina, one of six children born to a Russian Siberian native.Their son, Dmitri Dmitriyevich Shostakovich, displayed significant musical talent after he began piano lessons with his mother at the age of nine. On several occasions he displayed a remarkable ability to remember what his mother had played at the previous lesson, and would get \"caught in the act\" of playing the previous lesson's music while pretending to read different music placed in front of him. In 1918 he wrote a funeral march in memory of two leaders of the Kadet party, murdered by Bolshevik sailors.In 1919, at the age of 13, he was admitted to the Petrograd Conservatory, then headed by Alexander Glazunov, who monitored Shostakovich's progress closely and promoted him. Shostakovich studied piano with Leonid Nikolayev after a year in the class of Elena Rozanova, composition with Maximilian Steinberg, and counterpoint and fugue with Nikolay Sokolov, with whom he became friends. Shostakovich also attended Alexander Ossovsky's music history classes. Steinberg tried to guide Shostakovich on the path of the great Russian composers, but was disappointed to see him 'wasting' his talent and imitating Igor Stravinsky and Sergei Prokofiev. Shostakovich also suffered for his perceived lack of political zeal, and initially failed his exam in Marxist methodology in 1926. His first major musical achievement was the First Symphony (premiered 1926), written as his graduation piece at the age of 19. This work brought him to the attention of Mikhail Tukhachevsky, who helped Shostakovich find accommodation and work in Moscow, and sent a driver around in \"a very stylish automobile\" to take him to a concert.\n", "labels": "What is the first name of the person who married another Siberian transplant to the capital?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-80282ee7efad4d209e057b87faa9cd3e"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Born at Podolskaya Street in Saint Petersburg, Russia, Shostakovich was the second of three children of Dmitri Boleslavovich Shostakovich and Sofiya Vasilievna Kokoulina. Shostakovich's paternal grandfather, originally surnamed Szostakowicz, was of Polish Roman Catholic descent (his family roots trace to the region of the town of Vileyka in today's Belarus), but his immediate forebears came from Siberia. A Polish revolutionary in the January Uprising of 1863\u20134, Boles\u0142aw Szostakowicz would be exiled to Narym (near Tomsk) in 1866 in the crackdown that followed Dmitri Karakozov's assassination attempt on Tsar Alexander II. When his term of exile ended, Szostakowicz decided to remain in Siberia. He eventually became a successful banker in Irkutsk and raised a large family. His son Dmitri Boleslavovich Shostakovich, the composer's father, was born in exile in Narim in 1875 and studied physics and mathematics in Saint Petersburg University, graduating in 1899. He then went to work as an engineer under Dmitri Mendeleev at the Bureau of Weights and Measures in Saint Petersburg. In 1903 he married another Siberian transplant to the capital, Sofiya Vasilievna Kokoulina, one of six children born to a Russian Siberian native.Their son, Dmitri Dmitriyevich Shostakovich, displayed significant musical talent after he began piano lessons with his mother at the age of nine. On several occasions he displayed a remarkable ability to remember what his mother had played at the previous lesson, and would get \"caught in the act\" of playing the previous lesson's music while pretending to read different music placed in front of him. In 1918 he wrote a funeral march in memory of two leaders of the Kadet party, murdered by Bolshevik sailors.In 1919, at the age of 13, he was admitted to the Petrograd Conservatory, then headed by Alexander Glazunov, who monitored Shostakovich's progress closely and promoted him. Shostakovich studied piano with Leonid Nikolayev after a year in the class of Elena Rozanova, composition with Maximilian Steinberg, and counterpoint and fugue with Nikolay Sokolov, with whom he became friends. Shostakovich also attended Alexander Ossovsky's music history classes. Steinberg tried to guide Shostakovich on the path of the great Russian composers, but was disappointed to see him 'wasting' his talent and imitating Igor Stravinsky and Sergei Prokofiev. Shostakovich also suffered for his perceived lack of political zeal, and initially failed his exam in Marxist methodology in 1926. His first major musical achievement was the First Symphony (premiered 1926), written as his graduation piece at the age of 19. This work brought him to the attention of Mikhail Tukhachevsky, who helped Shostakovich find accommodation and work in Moscow, and sent a driver around in \"a very stylish automobile\" to take him to a concert.\n", "labels": "What is the full name of the famous composer who was Dmitri Boleslavovich Shostakovich's son?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-80282ee7efad4d209e057b87faa9cd3e"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Born at Podolskaya Street in Saint Petersburg, Russia, Shostakovich was the second of three children of Dmitri Boleslavovich Shostakovich and Sofiya Vasilievna Kokoulina. Shostakovich's paternal grandfather, originally surnamed Szostakowicz, was of Polish Roman Catholic descent (his family roots trace to the region of the town of Vileyka in today's Belarus), but his immediate forebears came from Siberia. A Polish revolutionary in the January Uprising of 1863\u20134, Boles\u0142aw Szostakowicz would be exiled to Narym (near Tomsk) in 1866 in the crackdown that followed Dmitri Karakozov's assassination attempt on Tsar Alexander II. When his term of exile ended, Szostakowicz decided to remain in Siberia. He eventually became a successful banker in Irkutsk and raised a large family. His son Dmitri Boleslavovich Shostakovich, the composer's father, was born in exile in Narim in 1875 and studied physics and mathematics in Saint Petersburg University, graduating in 1899. He then went to work as an engineer under Dmitri Mendeleev at the Bureau of Weights and Measures in Saint Petersburg. In 1903 he married another Siberian transplant to the capital, Sofiya Vasilievna Kokoulina, one of six children born to a Russian Siberian native.Their son, Dmitri Dmitriyevich Shostakovich, displayed significant musical talent after he began piano lessons with his mother at the age of nine. On several occasions he displayed a remarkable ability to remember what his mother had played at the previous lesson, and would get \"caught in the act\" of playing the previous lesson's music while pretending to read different music placed in front of him. In 1918 he wrote a funeral march in memory of two leaders of the Kadet party, murdered by Bolshevik sailors.In 1919, at the age of 13, he was admitted to the Petrograd Conservatory, then headed by Alexander Glazunov, who monitored Shostakovich's progress closely and promoted him. Shostakovich studied piano with Leonid Nikolayev after a year in the class of Elena Rozanova, composition with Maximilian Steinberg, and counterpoint and fugue with Nikolay Sokolov, with whom he became friends. Shostakovich also attended Alexander Ossovsky's music history classes. Steinberg tried to guide Shostakovich on the path of the great Russian composers, but was disappointed to see him 'wasting' his talent and imitating Igor Stravinsky and Sergei Prokofiev. Shostakovich also suffered for his perceived lack of political zeal, and initially failed his exam in Marxist methodology in 1926. His first major musical achievement was the First Symphony (premiered 1926), written as his graduation piece at the age of 19. This work brought him to the attention of Mikhail Tukhachevsky, who helped Shostakovich find accommodation and work in Moscow, and sent a driver around in \"a very stylish automobile\" to take him to a concert.\n", "labels": "What was the name of the graduation piece Shostakovich wrote at the age of 19?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-80282ee7efad4d209e057b87faa9cd3e"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Born at Podolskaya Street in Saint Petersburg, Russia, Shostakovich was the second of three children of Dmitri Boleslavovich Shostakovich and Sofiya Vasilievna Kokoulina. Shostakovich's paternal grandfather, originally surnamed Szostakowicz, was of Polish Roman Catholic descent (his family roots trace to the region of the town of Vileyka in today's Belarus), but his immediate forebears came from Siberia. A Polish revolutionary in the January Uprising of 1863\u20134, Boles\u0142aw Szostakowicz would be exiled to Narym (near Tomsk) in 1866 in the crackdown that followed Dmitri Karakozov's assassination attempt on Tsar Alexander II. When his term of exile ended, Szostakowicz decided to remain in Siberia. He eventually became a successful banker in Irkutsk and raised a large family. His son Dmitri Boleslavovich Shostakovich, the composer's father, was born in exile in Narim in 1875 and studied physics and mathematics in Saint Petersburg University, graduating in 1899. He then went to work as an engineer under Dmitri Mendeleev at the Bureau of Weights and Measures in Saint Petersburg. In 1903 he married another Siberian transplant to the capital, Sofiya Vasilievna Kokoulina, one of six children born to a Russian Siberian native.Their son, Dmitri Dmitriyevich Shostakovich, displayed significant musical talent after he began piano lessons with his mother at the age of nine. On several occasions he displayed a remarkable ability to remember what his mother had played at the previous lesson, and would get \"caught in the act\" of playing the previous lesson's music while pretending to read different music placed in front of him. In 1918 he wrote a funeral march in memory of two leaders of the Kadet party, murdered by Bolshevik sailors.In 1919, at the age of 13, he was admitted to the Petrograd Conservatory, then headed by Alexander Glazunov, who monitored Shostakovich's progress closely and promoted him. Shostakovich studied piano with Leonid Nikolayev after a year in the class of Elena Rozanova, composition with Maximilian Steinberg, and counterpoint and fugue with Nikolay Sokolov, with whom he became friends. Shostakovich also attended Alexander Ossovsky's music history classes. Steinberg tried to guide Shostakovich on the path of the great Russian composers, but was disappointed to see him 'wasting' his talent and imitating Igor Stravinsky and Sergei Prokofiev. Shostakovich also suffered for his perceived lack of political zeal, and initially failed his exam in Marxist methodology in 1926. His first major musical achievement was the First Symphony (premiered 1926), written as his graduation piece at the age of 19. This work brought him to the attention of Mikhail Tukhachevsky, who helped Shostakovich find accommodation and work in Moscow, and sent a driver around in \"a very stylish automobile\" to take him to a concert.\n", "labels": "What is the full name of the person who was born in exile in Narim in 1875?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-80282ee7efad4d209e057b87faa9cd3e"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 1933, Freya Roth is a young German girl engaged to a Nazi party member. When she realizes the true nature of his political views she breaks the engagement and turns her attention to anti-Nazi Martin Breitner. Her father, Professor Roth, does not abide by the attitude of the new order towards scientific fact.\nThough his stepsons Erich and Otto eagerly embrace the regime, Professor Roth's reluctance to conform leads at first to a boycott of his classes and eventually to his arrest and a sentence of forced physical labor. His wife is permitted a five-minute visit in which the professor urges her to take Freya and her younger brother and leave the country. He dies soon after.\nFreya is kept from leaving by Nazi officials suspicious of her father's work. She reunites with Martin and together they attempt to escape through a mountain pass. A squad reluctantly led by her former fiancee gives chase and Freya is fatally wounded, dying in Martin's arms just after they cross the border. Later, Erich and Otto are informed of their sister's death. Erich responds with anger towards Martin.  Otto, however, experiences an epiphany, and flees their once-happy home, rejecting the Nazis and their cruel doctrine.\n", "labels": "What is the full name of the last person to die in the passage?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1867bd2a835e45a689adf9b329209bae"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 1933, Freya Roth is a young German girl engaged to a Nazi party member. When she realizes the true nature of his political views she breaks the engagement and turns her attention to anti-Nazi Martin Breitner. Her father, Professor Roth, does not abide by the attitude of the new order towards scientific fact.\nThough his stepsons Erich and Otto eagerly embrace the regime, Professor Roth's reluctance to conform leads at first to a boycott of his classes and eventually to his arrest and a sentence of forced physical labor. His wife is permitted a five-minute visit in which the professor urges her to take Freya and her younger brother and leave the country. He dies soon after.\nFreya is kept from leaving by Nazi officials suspicious of her father's work. She reunites with Martin and together they attempt to escape through a mountain pass. A squad reluctantly led by her former fiancee gives chase and Freya is fatally wounded, dying in Martin's arms just after they cross the border. Later, Erich and Otto are informed of their sister's death. Erich responds with anger towards Martin.  Otto, however, experiences an epiphany, and flees their once-happy home, rejecting the Nazis and their cruel doctrine.\n", "labels": "What is the last name of the person whose arms Freya dies in?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1867bd2a835e45a689adf9b329209bae"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 1933, Freya Roth is a young German girl engaged to a Nazi party member. When she realizes the true nature of his political views she breaks the engagement and turns her attention to anti-Nazi Martin Breitner. Her father, Professor Roth, does not abide by the attitude of the new order towards scientific fact.\nThough his stepsons Erich and Otto eagerly embrace the regime, Professor Roth's reluctance to conform leads at first to a boycott of his classes and eventually to his arrest and a sentence of forced physical labor. His wife is permitted a five-minute visit in which the professor urges her to take Freya and her younger brother and leave the country. He dies soon after.\nFreya is kept from leaving by Nazi officials suspicious of her father's work. She reunites with Martin and together they attempt to escape through a mountain pass. A squad reluctantly led by her former fiancee gives chase and Freya is fatally wounded, dying in Martin's arms just after they cross the border. Later, Erich and Otto are informed of their sister's death. Erich responds with anger towards Martin.  Otto, however, experiences an epiphany, and flees their once-happy home, rejecting the Nazis and their cruel doctrine.\n", "labels": "What is the full name of the person who urges his wife to leave the country with their children?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1867bd2a835e45a689adf9b329209bae"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: A modern-day Texas community is overrun by vicious prehistoric raptors and a group of people try to survive the raptor onslaught at a cattle ranch.In Fossil Ridge, Texas, a reclusive , Dr. Cane experimenting with bird DNA, managed to create several species of carnivorous dinosaurs. One of them gets loose and causes a string of killings, drawing the attention of the police and the FBI who send two agents to investigate.\nAbbi Whitecloud, a waitress and aspiring singer whose mother was one of the casualties, is forced to work for her demanding boss, Eddie Wayne to pay off a debt. Entering Fossil Ridge are college buddies Sheldon, Lucas, and \"Manbeast\", who run out of gas, and touring band Little Willie and the Willettes, who suffer engine trouble. Abbi agrees to take Sheldon and Manbeast to the rancher's property for gasoline. They are accompanied by Willie's drummer, Kolin. The rancher suffers a heart attack and Manbeast is devoured after accidentally releasing the rest of the dinosaurs.\nAbbi, Sheldon, and Kolin return to Abbi's house to find her boss there, who is subsequently eaten by a T-rex. It then trashes Abbi's house while going after her and her friends. As they escape, they are chased by a pair of Megalosaurs, but Abbi is able to fend them off with a bow and arrows. They return to the gas station to find Lucas as the only survivor; Willie and Willie's band member, Josie has been killed by raptors. After attempting to escape in Willie's broken down tour bus, they are trapped by the dinosaurs and hide in a store. Kolin finds a book containing the dinosaurs' origins. Lucas is eaten by the T-rex in an attempt to fight it. A few hours later, the others escape the store and make it to a factory while the dinosaurs converge and fight one another, with the Megalosaurus emerging victorious.\n", "labels": "What two people are killed by raptors while Abbi is at her house?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c75ed8bd66364a6e96c8a992dcf5c3da"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: A modern-day Texas community is overrun by vicious prehistoric raptors and a group of people try to survive the raptor onslaught at a cattle ranch.In Fossil Ridge, Texas, a reclusive , Dr. Cane experimenting with bird DNA, managed to create several species of carnivorous dinosaurs. One of them gets loose and causes a string of killings, drawing the attention of the police and the FBI who send two agents to investigate.\nAbbi Whitecloud, a waitress and aspiring singer whose mother was one of the casualties, is forced to work for her demanding boss, Eddie Wayne to pay off a debt. Entering Fossil Ridge are college buddies Sheldon, Lucas, and \"Manbeast\", who run out of gas, and touring band Little Willie and the Willettes, who suffer engine trouble. Abbi agrees to take Sheldon and Manbeast to the rancher's property for gasoline. They are accompanied by Willie's drummer, Kolin. The rancher suffers a heart attack and Manbeast is devoured after accidentally releasing the rest of the dinosaurs.\nAbbi, Sheldon, and Kolin return to Abbi's house to find her boss there, who is subsequently eaten by a T-rex. It then trashes Abbi's house while going after her and her friends. As they escape, they are chased by a pair of Megalosaurs, but Abbi is able to fend them off with a bow and arrows. They return to the gas station to find Lucas as the only survivor; Willie and Willie's band member, Josie has been killed by raptors. After attempting to escape in Willie's broken down tour bus, they are trapped by the dinosaurs and hide in a store. Kolin finds a book containing the dinosaurs' origins. Lucas is eaten by the T-rex in an attempt to fight it. A few hours later, the others escape the store and make it to a factory while the dinosaurs converge and fight one another, with the Megalosaurus emerging victorious.\n", "labels": "What kills Eddie Wayne?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-c75ed8bd66364a6e96c8a992dcf5c3da"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Paige Collins and her husband Leo come out of a movie theater. On their way home, at a stop sign, Paige unbuckles her seatbelt to lean over and kiss Leo. At that very moment, a truck rams their car from behind and Paige crashes through the windshield. Both of them are rushed to the emergency room, and as Leo, in a voice-over talks about how \"moments of impact help in finding who we are\" the movie cuts to how Paige and Leo first met. The scenes of how they courted, became engaged and married at the Art Institute of Chicago and share a kiss under the Cloud Gate are interwoven with the present.\nWhen Paige regains consciousness, she thinks Leo is her doctor, having lost all memories of the past few years. When her wealthy parents, Bill and Rita Thornton, learn about this, they visit her. This is the first time that Leo meets them, and they do not appreciate Leo taking their daughter, and not being informed. Paige does not understand why he would not have met her parents, after having been married to her. She finds it even stranger that he did not know why either. Nor did she understand why she left law school, broke her engagement with her previous fianc\u00e9, Jeremy, and why she has not been in touch with her family and friends. Her parents insist on taking her home with them and Paige agrees, thinking she might have married Leo for some mutual benefit. She seeks evidence of the marriage. Just as she is about to leave, Leo comes running to play her a voice message in which she sounds very happy and romantic. Paige decides to go back with Leo, hoping it will help her regain her lost memory. Paige is welcomed home with a surprise party by her friends, but as she is not able to remember any of them, she finds it overwhelming and is extremely confused.\n", "labels": "What are the names of the two people who share a kiss under the Cloud Gate?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7f25c6b6d4ed48d291ca205a4a7d29f4"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 history of Gilwell Park can be traced to 1407, when John Crow owned Gyldiefords, the land that would eventually become Gilwell Park. Between 1407 and 1422, Crow sold the land to Richard Rolfe, and the area became known as Gillrolfes, \"Gill\" being Old English for glen. Following Rolfe's death in 1422, different sections of the property came to be called \"Great Gilwell\" and \"Little Gilwell\". The two areas were named after the Old English \"wella\", or spring. A farmhouse has stood at Gilwell Farm ever since.\nAround this time, an adjoining 5.6 hectares (14 acres) property was purchased by Richard Osborne. In 1442, he built a large dwelling called Osborne Hall, which stood for 300 years. Legend has it that in the early 16th century, King Henry VIII owned the land and built a hunting lodge for his son Edward. Around 1736 the highwayman Dick Turpin began using Gilwell's forests to conceal himself and for ambushing travellers and freight along roads leading into London.In 1754, William Skrimshire purchased Great Gilwell, Little Gilwell, and half of Osborne's estate, including Osborne Hall. Skrimshire demolished Osborne Hall and built a new residence, which he also called Osborne Hall. That building is now called the White House. Timbers in the White House can be dated to this time, but not to any previous era. Leonard Tresilian (?\u20131792) bought the estate in 1771 and expanded the land holdings and size of the residence.\nTresilian's first wife, Margaret Holland, died young after bearing three daughters. He then married Elizabeth Fawson. Desiring that Gilwell pass on to his eldest daughter, also named Margaret (1750 \u2013 c.1844), Tresilian drew up a detailed prenuptial agreement with Fawson's father. By the time of Tresilian's death in 1792, the younger Margaret had married William Bassett Chinnery (1766\u20131834), the elder brother of the painter George Chinnery.\n", "labels": "What is now called the White House?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-378bbc584fd640668ac59f6475e7792a"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Alan Dudley Bush (22 December 1900 \u2013 31 October 1995) was a British composer, pianist, conductor, teacher and political activist. A committed communist, his uncompromising political beliefs were often reflected in his music. He composed prolifically across a range of genres, but struggled through his lifetime for recognition from the British musical establishment, which largely ignored his works.\nBush, from a prosperous middle-class background, enjoyed considerable success as a student at the Royal Academy of Music (RAM) in the early 1920s, and spent much of that decade furthering his compositional and piano-playing skills under distinguished tutors. A two-year period in Berlin in 1929 to 1931, early in the Nazi Party's rise to power, cemented Bush's political convictions and moved him from the mainstream Labour Party to the Communist Party of Great Britain which he joined in 1935. He wrote several large-scale works in the 1930s, and was heavily involved with workers' choirs for whom he composed pageants, choruses and songs. His pro-Soviet stance led to a temporary ban on his music by the BBC in the early years of the Second World War, and his refusal to modify his position in the postwar Cold War era led to a more prolonged semi-ostracism of his music. As  a result, the four major operas he wrote between 1950 and 1970 were all premiered in East Germany.\nIn his prewar works, Bush's style retained what commentators have described as an essential Englishness, but was also influenced by the avant-garde European idioms of the inter-war years. During and after the war he began to simplify this style, in line with his Marxism-inspired belief that music should be accessible to the mass of the people. Despite the difficulties he encountered in getting his works performed in the West he continued to compose until well into his eighties. He taught composition at the RAM for more than 50 years, published two books, was the founder and long-time president of the Workers' Music Association, and served as chairman and later vice-president of the Composers' Guild of Great Britain. His contribution to musical life was slowly recognised, in the form of doctorates from two universities and numerous tribute concerts towards the end of his life. Since his death aged 94 in 1995, his musical legacy has been nurtured by the Alan Bush Music Trust, established in 1997.\n", "labels": "What is the last name of the person whose uncompromising political beliefs were often reflected in their music?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-91ebc255856b4554a932e261d0141741"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Alan Dudley Bush (22 December 1900 \u2013 31 October 1995) was a British composer, pianist, conductor, teacher and political activist. A committed communist, his uncompromising political beliefs were often reflected in his music. He composed prolifically across a range of genres, but struggled through his lifetime for recognition from the British musical establishment, which largely ignored his works.\nBush, from a prosperous middle-class background, enjoyed considerable success as a student at the Royal Academy of Music (RAM) in the early 1920s, and spent much of that decade furthering his compositional and piano-playing skills under distinguished tutors. A two-year period in Berlin in 1929 to 1931, early in the Nazi Party's rise to power, cemented Bush's political convictions and moved him from the mainstream Labour Party to the Communist Party of Great Britain which he joined in 1935. He wrote several large-scale works in the 1930s, and was heavily involved with workers' choirs for whom he composed pageants, choruses and songs. His pro-Soviet stance led to a temporary ban on his music by the BBC in the early years of the Second World War, and his refusal to modify his position in the postwar Cold War era led to a more prolonged semi-ostracism of his music. As  a result, the four major operas he wrote between 1950 and 1970 were all premiered in East Germany.\nIn his prewar works, Bush's style retained what commentators have described as an essential Englishness, but was also influenced by the avant-garde European idioms of the inter-war years. During and after the war he began to simplify this style, in line with his Marxism-inspired belief that music should be accessible to the mass of the people. Despite the difficulties he encountered in getting his works performed in the West he continued to compose until well into his eighties. He taught composition at the RAM for more than 50 years, published two books, was the founder and long-time president of the Workers' Music Association, and served as chairman and later vice-president of the Composers' Guild of Great Britain. His contribution to musical life was slowly recognised, in the form of doctorates from two universities and numerous tribute concerts towards the end of his life. Since his death aged 94 in 1995, his musical legacy has been nurtured by the Alan Bush Music Trust, established in 1997.\n", "labels": "What is the last name of the person who was heavily involved with workers' choirs for whom he composed pageants, choruses and songs?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-91ebc255856b4554a932e261d0141741"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Alan Dudley Bush (22 December 1900 \u2013 31 October 1995) was a British composer, pianist, conductor, teacher and political activist. A committed communist, his uncompromising political beliefs were often reflected in his music. He composed prolifically across a range of genres, but struggled through his lifetime for recognition from the British musical establishment, which largely ignored his works.\nBush, from a prosperous middle-class background, enjoyed considerable success as a student at the Royal Academy of Music (RAM) in the early 1920s, and spent much of that decade furthering his compositional and piano-playing skills under distinguished tutors. A two-year period in Berlin in 1929 to 1931, early in the Nazi Party's rise to power, cemented Bush's political convictions and moved him from the mainstream Labour Party to the Communist Party of Great Britain which he joined in 1935. He wrote several large-scale works in the 1930s, and was heavily involved with workers' choirs for whom he composed pageants, choruses and songs. His pro-Soviet stance led to a temporary ban on his music by the BBC in the early years of the Second World War, and his refusal to modify his position in the postwar Cold War era led to a more prolonged semi-ostracism of his music. As  a result, the four major operas he wrote between 1950 and 1970 were all premiered in East Germany.\nIn his prewar works, Bush's style retained what commentators have described as an essential Englishness, but was also influenced by the avant-garde European idioms of the inter-war years. During and after the war he began to simplify this style, in line with his Marxism-inspired belief that music should be accessible to the mass of the people. Despite the difficulties he encountered in getting his works performed in the West he continued to compose until well into his eighties. He taught composition at the RAM for more than 50 years, published two books, was the founder and long-time president of the Workers' Music Association, and served as chairman and later vice-president of the Composers' Guild of Great Britain. His contribution to musical life was slowly recognised, in the form of doctorates from two universities and numerous tribute concerts towards the end of his life. Since his death aged 94 in 1995, his musical legacy has been nurtured by the Alan Bush Music Trust, established in 1997.\n", "labels": "What is the last name of the person whose refusal to modify their position in the postwar Cold War era led to a more prolonged semi-ostracism of his music?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-91ebc255856b4554a932e261d0141741"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Alan Dudley Bush (22 December 1900 \u2013 31 October 1995) was a British composer, pianist, conductor, teacher and political activist. A committed communist, his uncompromising political beliefs were often reflected in his music. He composed prolifically across a range of genres, but struggled through his lifetime for recognition from the British musical establishment, which largely ignored his works.\nBush, from a prosperous middle-class background, enjoyed considerable success as a student at the Royal Academy of Music (RAM) in the early 1920s, and spent much of that decade furthering his compositional and piano-playing skills under distinguished tutors. A two-year period in Berlin in 1929 to 1931, early in the Nazi Party's rise to power, cemented Bush's political convictions and moved him from the mainstream Labour Party to the Communist Party of Great Britain which he joined in 1935. He wrote several large-scale works in the 1930s, and was heavily involved with workers' choirs for whom he composed pageants, choruses and songs. His pro-Soviet stance led to a temporary ban on his music by the BBC in the early years of the Second World War, and his refusal to modify his position in the postwar Cold War era led to a more prolonged semi-ostracism of his music. As  a result, the four major operas he wrote between 1950 and 1970 were all premiered in East Germany.\nIn his prewar works, Bush's style retained what commentators have described as an essential Englishness, but was also influenced by the avant-garde European idioms of the inter-war years. During and after the war he began to simplify this style, in line with his Marxism-inspired belief that music should be accessible to the mass of the people. Despite the difficulties he encountered in getting his works performed in the West he continued to compose until well into his eighties. He taught composition at the RAM for more than 50 years, published two books, was the founder and long-time president of the Workers' Music Association, and served as chairman and later vice-president of the Composers' Guild of Great Britain. His contribution to musical life was slowly recognised, in the form of doctorates from two universities and numerous tribute concerts towards the end of his life. Since his death aged 94 in 1995, his musical legacy has been nurtured by the Alan Bush Music Trust, established in 1997.\n", "labels": "What is the last name of the person who wrote four major operas between 1950 and 1970?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-91ebc255856b4554a932e261d0141741"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Another common myth is that none of the survivors of the Willie or Martin handcart companies ever complained and they never apostatized from the church.  The most popular source came from William Palmer, who paraphrased a comment Francis Webster had made in a Sunday School class in Cedar City. He writes:\n... did you ever hear a survivor of that company utter a word of criticism? Not one of that company ever apostatized or left the church because everyone of us came through with the absolute knowledge that God lives for we became acquainted with him in our extremities.\nThis was later quoted by David O. McKay in 1948, and later by Gordon B. Hinckley, James E. Faust and was taught to children.  However, several people in the Willie or Martin handcart companies did leave the church, including John Chislett, John Ahmanson, Elizabeth Sermon, Henry Augustus Squires, Henry Kemp and Deborah Jane Chapman. Many of the survivors complained.Palmer gave the quote during a radio series of Men You Should Know describing the life of Webster about forty years after Webster died. Palmer said that he was paraphrasing Webster, and given the lapse of time and the casual nature of a Sunday School class, Orton believes it unlikely to be an exact quote. Orton believes Palmer was trying to emphasize Webster's character, rather than give a definitive statement on the faithfulness of all the members of the Willie Martin handcart company, and finds it unlikely that it was an exact quote. Orton also finds it unlikely that Webster knew all of the survivors, given that they spread throughout Utah after they arrived and didn't have a reunion until after Webster's death. Orton believes Webster was only referring to the pioneers in Cedar City, where the quote was given.\n", "labels": "What is the first name of the person who said that he was paraphrasing Webster?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-09257838921246fbac522346b85b6902"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Another common myth is that none of the survivors of the Willie or Martin handcart companies ever complained and they never apostatized from the church.  The most popular source came from William Palmer, who paraphrased a comment Francis Webster had made in a Sunday School class in Cedar City. He writes:\n... did you ever hear a survivor of that company utter a word of criticism? Not one of that company ever apostatized or left the church because everyone of us came through with the absolute knowledge that God lives for we became acquainted with him in our extremities.\nThis was later quoted by David O. McKay in 1948, and later by Gordon B. Hinckley, James E. Faust and was taught to children.  However, several people in the Willie or Martin handcart companies did leave the church, including John Chislett, John Ahmanson, Elizabeth Sermon, Henry Augustus Squires, Henry Kemp and Deborah Jane Chapman. Many of the survivors complained.Palmer gave the quote during a radio series of Men You Should Know describing the life of Webster about forty years after Webster died. Palmer said that he was paraphrasing Webster, and given the lapse of time and the casual nature of a Sunday School class, Orton believes it unlikely to be an exact quote. Orton believes Palmer was trying to emphasize Webster's character, rather than give a definitive statement on the faithfulness of all the members of the Willie Martin handcart company, and finds it unlikely that it was an exact quote. Orton also finds it unlikely that Webster knew all of the survivors, given that they spread throughout Utah after they arrived and didn't have a reunion until after Webster's death. Orton believes Webster was only referring to the pioneers in Cedar City, where the quote was given.\n", "labels": "What is the first name of the person Palmer said he was paraphrasing?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-09257838921246fbac522346b85b6902"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 1949, former U.S. Army Air Forces officer Harvey Stovall spots a familiar Toby Jug in the window of a London antique shop and learns that it came from Archbury, an airfield where Stovall served during World War II. Convinced that it is the same jug, he buys it and journeys to the derelict airfield. \nStovall remembers the events of 1942, when the 918th Bomb Group at Archbury had gained a reputation as the 'hard luck group'. After a particularly disastrous mission, group commander Colonel Keith Davenport appears exhausted and demoralized. His defeatist attitude spreads to other senior leaders of the group, including his Air Exec, Lieutenant Colonel Ben Gately. Ordered to fly another mission the next day, at a dangerously low altitude, Davenport protests to his friend, Brigadier General Frank Savage, the Assistant Chief of Staff for Operations at VIII Bomber Command. Later, Savage reluctantly shares with Major General Pritchard, the commanding general of VIII Bomber Command, his belief that Davenport has become too emotionally close to his men and may no longer be fit to command. That night, Pritchard and Savage visit the group headquarters to investigate the cause of the mission's heavy losses. Pritchard realizes that Savage is right: Davenport has become over-protective and is unwilling to discipline his men even for costly mistakes. Davenport is relieved of command and Savage is asked to take over.\n", "labels": "What is the last name of the person whose belief is shared that Davenport has become too emotionally close to his command?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-cfe89cb0150c473a8e3050f897c55587"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 February 1953 Vaughan Williams and Ursula were married. He left the Dorking house and they took a lease of 10 Hanover Terrace, Regent's Park, London. It was the year of Queen Elizabeth II's coronation; Vaughan Williams's contribution was an arrangement of the Old Hundredth psalm tune, and a new setting of \"O taste and see\" from Psalm 34, performed at the service in Westminster Abbey.\nHaving returned to live in London, Vaughan Williams, with Ursula's encouragement, became much more active socially and in pro bono publico activities. He was a leading figure in the Society for the Promotion of New Music, and in 1954 he set up and endowed the Vaughan Williams Trust to support young composers and promote new or neglected music. He and his wife travelled extensively in Europe, and in 1954 he visited the US once again, having been invited to lecture at Cornell and other universities and to conduct. He received an enthusiastic welcome from large audiences, and was overwhelmed at the warmth of his reception. Kennedy describes it as \"like a musical state occasion\".Of Vaughan Williams's works from the 1950s, Grove makes particular mention of Three Shakespeare Songs (1951) for unaccompanied chorus, the Christmas cantata Hodie (1953\u20131954), the Violin Sonata, and, most particularly, the Ten Blake Songs (1957) for voice and oboe, \"a masterpiece of economy and precision\". Unfinished works from the decade were a cello concerto and a new opera, Thomas the Rhymer. The predominant works of the 1950s were his three last symphonies. The seventh\u2014officially unnumbered, and titled Sinfonia antartica\u2014divided opinion; the score is a reworking of music Vaughan Williams had written for the 1948 film Scott of the Antarctic, and some critics thought it not truly symphonic. The Eighth, though wistful in parts, is predominantly lighthearted in tone; it was received enthusiastically at its premiere in 1956, given by the Hall\u00e9 Orchestra under the dedicatee, Sir John Barbirolli. The Ninth, premiered at a Royal Philharmonic Society concert conducted by Sir Malcolm Sargent in April 1958, puzzled critics with its sombre, questing tone, and did not immediately achieve the recognition it later gained.Having been in excellent health, Vaughan Williams died suddenly in the early hours of 26 August 1958 at Hanover Terrace, aged 85. Two days later, after a private funeral at Golders Green, he was cremated. On 19 September, at a crowded memorial service, his ashes were interred near the burial plots of Purcell and Stanford in the north choir aisle of Westminster Abbey.\n", "labels": "What is the first name of the person whose predominant works of the 1950s were his three last symphonies?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b125610530034103abf10a7af4d40fea"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 February 1953 Vaughan Williams and Ursula were married. He left the Dorking house and they took a lease of 10 Hanover Terrace, Regent's Park, London. It was the year of Queen Elizabeth II's coronation; Vaughan Williams's contribution was an arrangement of the Old Hundredth psalm tune, and a new setting of \"O taste and see\" from Psalm 34, performed at the service in Westminster Abbey.\nHaving returned to live in London, Vaughan Williams, with Ursula's encouragement, became much more active socially and in pro bono publico activities. He was a leading figure in the Society for the Promotion of New Music, and in 1954 he set up and endowed the Vaughan Williams Trust to support young composers and promote new or neglected music. He and his wife travelled extensively in Europe, and in 1954 he visited the US once again, having been invited to lecture at Cornell and other universities and to conduct. He received an enthusiastic welcome from large audiences, and was overwhelmed at the warmth of his reception. Kennedy describes it as \"like a musical state occasion\".Of Vaughan Williams's works from the 1950s, Grove makes particular mention of Three Shakespeare Songs (1951) for unaccompanied chorus, the Christmas cantata Hodie (1953\u20131954), the Violin Sonata, and, most particularly, the Ten Blake Songs (1957) for voice and oboe, \"a masterpiece of economy and precision\". Unfinished works from the decade were a cello concerto and a new opera, Thomas the Rhymer. The predominant works of the 1950s were his three last symphonies. The seventh\u2014officially unnumbered, and titled Sinfonia antartica\u2014divided opinion; the score is a reworking of music Vaughan Williams had written for the 1948 film Scott of the Antarctic, and some critics thought it not truly symphonic. The Eighth, though wistful in parts, is predominantly lighthearted in tone; it was received enthusiastically at its premiere in 1956, given by the Hall\u00e9 Orchestra under the dedicatee, Sir John Barbirolli. The Ninth, premiered at a Royal Philharmonic Society concert conducted by Sir Malcolm Sargent in April 1958, puzzled critics with its sombre, questing tone, and did not immediately achieve the recognition it later gained.Having been in excellent health, Vaughan Williams died suddenly in the early hours of 26 August 1958 at Hanover Terrace, aged 85. Two days later, after a private funeral at Golders Green, he was cremated. On 19 September, at a crowded memorial service, his ashes were interred near the burial plots of Purcell and Stanford in the north choir aisle of Westminster Abbey.\n", "labels": "What is the last name of the person who received an enthusiastic welcome from large audiences, and was overwhelmed at the warmth of his reception?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-b125610530034103abf10a7af4d40fea"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Upon returning to Toronto, Jackson published an article about his and Thomson's experience in the Park in the Toronto Sunday World, included in which were several illustrations. After this initial experience, Thomson and another colleague, William Broadhead, went on a two-month expedition, going up the Spanish River and into Mississagi Forest Reserve (today Mississagi Provincial Park). Thomson's transition from commercial art towards his own original style of painting became apparent around this time. Much of his artwork from this trip, mainly oil sketches and photographs, was lost during two canoe spills; the first was on Green Lake in a rain squall and the second in a series of rapids.In fall 1912, Albert Robson, Grip's art director, moved to the design firm Rous & Mann. A month after returning to Toronto, Thomson followed Robson and left Grip to join Rous & Mann too. They were soon joined by Varley, Carmichael and Lismer. Robson later spoke favourably of Thomson's loyalty, calling him \"a most diligent, reliable and capable craftsman\". Robson's success in attracting great talent was well understood. Employee Leonard Rossell believed that the key to Robson's success \"was that the artists felt that he was interested in them personally and did all he could to further their progress. Those who worked there were all allowed time off to pursue their studies ... Tom Thomson, so far as I know, never took definite lessons from anyone, yet he progressed quicker than any of us. But what he did was probably of more advantage to him. He took several months off in the summer and spent them in Algonquin Park.\".\n", "labels": "What is the first name of the person whose had an experience in the Park with Jackson?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e06456fea993449398aeb4675d41bc17"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Upon returning to Toronto, Jackson published an article about his and Thomson's experience in the Park in the Toronto Sunday World, included in which were several illustrations. After this initial experience, Thomson and another colleague, William Broadhead, went on a two-month expedition, going up the Spanish River and into Mississagi Forest Reserve (today Mississagi Provincial Park). Thomson's transition from commercial art towards his own original style of painting became apparent around this time. Much of his artwork from this trip, mainly oil sketches and photographs, was lost during two canoe spills; the first was on Green Lake in a rain squall and the second in a series of rapids.In fall 1912, Albert Robson, Grip's art director, moved to the design firm Rous & Mann. A month after returning to Toronto, Thomson followed Robson and left Grip to join Rous & Mann too. They were soon joined by Varley, Carmichael and Lismer. Robson later spoke favourably of Thomson's loyalty, calling him \"a most diligent, reliable and capable craftsman\". Robson's success in attracting great talent was well understood. Employee Leonard Rossell believed that the key to Robson's success \"was that the artists felt that he was interested in them personally and did all he could to further their progress. Those who worked there were all allowed time off to pursue their studies ... Tom Thomson, so far as I know, never took definite lessons from anyone, yet he progressed quicker than any of us. But what he did was probably of more advantage to him. He took several months off in the summer and spent them in Algonquin Park.\".\n", "labels": "What is the first name of the person who went on a two-month expedition with Broadhead?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-e06456fea993449398aeb4675d41bc17"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 third Chinook carried half of the enhanced A Company group from 1 PARA to Magbeni. The helicopter hovered low above the landing zone that had been identified by the second SAS observation team and the paras jumped from the rear ramp. The observation team had warned that the ground was wet but had been unable to determine the depth of the water, so the paras were surprised to find themselves jumping into a chest-deep swamp. The majority of the first group immediately waded through the swamp to get to the nearby tree line and from there to the village, but a small party tasked with securing the landing zone had to wait in the swamp for the Chinook to pick up the remaining members of the company group and return to insert them at the landing zone.The returning Chinook, carrying the remainder of the A Company group including second-in-command (2IC) Captain Danny Matthews, came under fire from a heavy machine gun in Magbeni, which was promptly strafed by one of the 657 Squadron Lynx helicopters until it ceased firing. The soldiers in Matthews' helicopter exited and joined the first half of the company group on the ground. As the company group moved forward, an explosion\u2014possibly a mortar fired by the British fire support group\u2014injured seven men, including company commander Major Matthew Lowe, one of the platoon commanders, a signaller, and two of Lowe's headquarters staff. Another signaller radioed in a casualty report, and one of the Chinooks en route to Gberi Bana to extract the Royal Irish (who had just been freed by the SAS) landed on the track through the village. The casualties were loaded onto the helicopter, which then picked up the Royal Irish and flew to RFA Sir Percivale where all 13 men were assessed by medics.The operation continued under the leadership of Matthews, the company 2IC, who had taken command almost immediately after the company commander was wounded. Under his command, each of the platoons assaulted a different cluster of buildings to which they had been assigned during training on the replica village at Hastings. The West Side Boys' ammunition store was found and secured and, once the rest of the buildings had been cleared, the paras took up defensive positions to block any potential counter-attack and patrols went into the immediate jungle in search of any West Side Boys hiding in the bushes. The village was completely secure by 08:00 and the paras secured the approaches with Claymore mines and mortars positioned to prevent a counter-attack, while a detachment destroyed the remaining vehicles and heavy weapons including the Bedford lorry which had blocked the Royal Irish patrol. The paras also recovered the Royal Irish patrol's Land Rovers, which were slung under the Chinooks and removed. The last British soldiers left the area at approximately 14:00.\n", "labels": "What paras were surprised to find themselves jumping into a chest-deep swamp?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-70802ccf11b94a6c85bfd4ef14297284"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 third Chinook carried half of the enhanced A Company group from 1 PARA to Magbeni. The helicopter hovered low above the landing zone that had been identified by the second SAS observation team and the paras jumped from the rear ramp. The observation team had warned that the ground was wet but had been unable to determine the depth of the water, so the paras were surprised to find themselves jumping into a chest-deep swamp. The majority of the first group immediately waded through the swamp to get to the nearby tree line and from there to the village, but a small party tasked with securing the landing zone had to wait in the swamp for the Chinook to pick up the remaining members of the company group and return to insert them at the landing zone.The returning Chinook, carrying the remainder of the A Company group including second-in-command (2IC) Captain Danny Matthews, came under fire from a heavy machine gun in Magbeni, which was promptly strafed by one of the 657 Squadron Lynx helicopters until it ceased firing. The soldiers in Matthews' helicopter exited and joined the first half of the company group on the ground. As the company group moved forward, an explosion\u2014possibly a mortar fired by the British fire support group\u2014injured seven men, including company commander Major Matthew Lowe, one of the platoon commanders, a signaller, and two of Lowe's headquarters staff. Another signaller radioed in a casualty report, and one of the Chinooks en route to Gberi Bana to extract the Royal Irish (who had just been freed by the SAS) landed on the track through the village. The casualties were loaded onto the helicopter, which then picked up the Royal Irish and flew to RFA Sir Percivale where all 13 men were assessed by medics.The operation continued under the leadership of Matthews, the company 2IC, who had taken command almost immediately after the company commander was wounded. Under his command, each of the platoons assaulted a different cluster of buildings to which they had been assigned during training on the replica village at Hastings. The West Side Boys' ammunition store was found and secured and, once the rest of the buildings had been cleared, the paras took up defensive positions to block any potential counter-attack and patrols went into the immediate jungle in search of any West Side Boys hiding in the bushes. The village was completely secure by 08:00 and the paras secured the approaches with Claymore mines and mortars positioned to prevent a counter-attack, while a detachment destroyed the remaining vehicles and heavy weapons including the Bedford lorry which had blocked the Royal Irish patrol. The paras also recovered the Royal Irish patrol's Land Rovers, which were slung under the Chinooks and removed. The last British soldiers left the area at approximately 14:00.\n", "labels": "What is the first name of the person who had two staff members injured?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-70802ccf11b94a6c85bfd4ef14297284"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Bach structured the cantata in eight movements: an instrumental sinfonia and seven vocal movements corresponding to the stanzas of the hymn. The duration is given as 22 minutes.The title of the original parts of the first Leipzig performance is (in Johann Christoph Altnickol's handwriting): \"Feria Paschatos / Christ lag in Todes Banden / a.4. Voc: / Cornetto / 3 Trombon. / 2 Violini / 2 Viole / con / Continuo / Di Sign. Joh.Seb.Bach\", In this late version, Bach scored the work for four vocal parts (soprano (S), alto (A), tenor (T), and bass (B)), and a Baroque instrumental ensemble consisting of strings, brass and continuo. The brass parts, a choir of cornetto (Ct) and three trombones (Tb) playing colla parte with the voices at times, may have been added in the 1720s. They may also possibly represent the original scoring, in the style of the 17th-century polychoral tradition.The scoring of the cantata Christ lag in Todes Banden has been described as \"archaic\" and its style \"medieval\":\nThe string section consists of two violin parts (Vl) and two viola parts (VA); this indicates an older practice as for instance found in 17th-century church cantatas by Bach's ancestors (see Altbachisches Archiv), and in Jesus Christus ist um unsrer Missetat willen verwundet, a Passion setting from the early 18th century (or older) which Bach had performed a few years after composing the cantata Christ lag in Todes Banden. In the first half of the 18th century the standard for a string section soon evolved to two violin parts, one viola part and continuo.\nThe cornett used in the cantata was an instrument that belonged to an earlier age: by the second quarter of the 18th century it had almost entirely disappeared from Bach's compositions.\nThe brass instruments were only used for the 1 April 1725 version of the work.  The other performances (24 April 1707, 8 April 1708, and 9 April 1724) were performed without brass instruments (i.e., Cornetto and three Trombones).\nThe first version (1707 and 1708) concluded with the words of Verse 7 of the Chorale, but the music was that of Movement 2 (Verse 1 of Chorale).  In 1724 and 1725, Bach changed this out to the now-used 4-part Chorale setting.\nThere is relatively little distinction between choral sections of the cantata and sections for vocal soloists; one editor commented that the \"whole cantata may be sung as chorus\". This compares to the clearer demarcation between choral movements and movements for vocal soloists in Bach's later works.  However, the number of voices the composer intended per part remains somewhat contentious, and recordings of the work differ considerably in the configurations deployed.\n", "labels": "Who wrote the scoring of the cantata Christ lag in Todes Banden?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-6b7fab65d28e4268aa59de9deb50f69e"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The story takes place entirely in New York. Armando works part-time at his parents' restaurant and is also a custodian at a dance studio, where he secretly practices dance moves. He befriends the beautiful Mia Franklin, a dancer who is having a relationship with the studio's owner Daniel. She catches Armando dancing alone, likes what she sees, gives him a few tips, and they dance together briefly, but are discovered by Daniel. Trying to avoid an awkward situation, Mia leaves. When Armando realizes that Mia has left her scarf behind, he calls out to her from the studio's second floor window.\nOn the sidewalk below, Mia turns to cross the street, when she struck by a taxi and rendered a paraplegic, paralyzed from the waist down. Upon learning of this, Daniel jilts her. Armando tries to boost her confidence and persuades her and other disabled people in the local rehabilitation center, including a \"punky\" Latina, Nikki and a wounded Iraq-war veteran, Kenny, (Morgan Spector) to enter a wheelchair ballroom dancing competition. Despite the opposition of his mother, Armando and Mia gradually fall in love and enter into a relationship, while Armando's uncle Wilfredo falls in love with Chantelle, a disabled trans woman at the rehab center. Before the competition, Armando's mother, who has been maneuvering to get Armando hooked up with the beautiful Rosa, does her best to undermine (even to the point of \"casting spells\") the relationship between him and Mia, which has become sexually intimate by now. But Rosa understands, and generously breaks off with Armando.\n", "labels": "Who leaves the girl that is caught dancing with Armando?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8e169fe32e084a7b94fbe3c524d56477"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The story takes place entirely in New York. Armando works part-time at his parents' restaurant and is also a custodian at a dance studio, where he secretly practices dance moves. He befriends the beautiful Mia Franklin, a dancer who is having a relationship with the studio's owner Daniel. She catches Armando dancing alone, likes what she sees, gives him a few tips, and they dance together briefly, but are discovered by Daniel. Trying to avoid an awkward situation, Mia leaves. When Armando realizes that Mia has left her scarf behind, he calls out to her from the studio's second floor window.\nOn the sidewalk below, Mia turns to cross the street, when she struck by a taxi and rendered a paraplegic, paralyzed from the waist down. Upon learning of this, Daniel jilts her. Armando tries to boost her confidence and persuades her and other disabled people in the local rehabilitation center, including a \"punky\" Latina, Nikki and a wounded Iraq-war veteran, Kenny, (Morgan Spector) to enter a wheelchair ballroom dancing competition. Despite the opposition of his mother, Armando and Mia gradually fall in love and enter into a relationship, while Armando's uncle Wilfredo falls in love with Chantelle, a disabled trans woman at the rehab center. Before the competition, Armando's mother, who has been maneuvering to get Armando hooked up with the beautiful Rosa, does her best to undermine (even to the point of \"casting spells\") the relationship between him and Mia, which has become sexually intimate by now. But Rosa understands, and generously breaks off with Armando.\n", "labels": "Who does the paraplegic girl fall in love with?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8e169fe32e084a7b94fbe3c524d56477"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The story takes place entirely in New York. Armando works part-time at his parents' restaurant and is also a custodian at a dance studio, where he secretly practices dance moves. He befriends the beautiful Mia Franklin, a dancer who is having a relationship with the studio's owner Daniel. She catches Armando dancing alone, likes what she sees, gives him a few tips, and they dance together briefly, but are discovered by Daniel. Trying to avoid an awkward situation, Mia leaves. When Armando realizes that Mia has left her scarf behind, he calls out to her from the studio's second floor window.\nOn the sidewalk below, Mia turns to cross the street, when she struck by a taxi and rendered a paraplegic, paralyzed from the waist down. Upon learning of this, Daniel jilts her. Armando tries to boost her confidence and persuades her and other disabled people in the local rehabilitation center, including a \"punky\" Latina, Nikki and a wounded Iraq-war veteran, Kenny, (Morgan Spector) to enter a wheelchair ballroom dancing competition. Despite the opposition of his mother, Armando and Mia gradually fall in love and enter into a relationship, while Armando's uncle Wilfredo falls in love with Chantelle, a disabled trans woman at the rehab center. Before the competition, Armando's mother, who has been maneuvering to get Armando hooked up with the beautiful Rosa, does her best to undermine (even to the point of \"casting spells\") the relationship between him and Mia, which has become sexually intimate by now. But Rosa understands, and generously breaks off with Armando.\n", "labels": "What two jobs does Armando work?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8e169fe32e084a7b94fbe3c524d56477"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: The story takes place entirely in New York. Armando works part-time at his parents' restaurant and is also a custodian at a dance studio, where he secretly practices dance moves. He befriends the beautiful Mia Franklin, a dancer who is having a relationship with the studio's owner Daniel. She catches Armando dancing alone, likes what she sees, gives him a few tips, and they dance together briefly, but are discovered by Daniel. Trying to avoid an awkward situation, Mia leaves. When Armando realizes that Mia has left her scarf behind, he calls out to her from the studio's second floor window.\nOn the sidewalk below, Mia turns to cross the street, when she struck by a taxi and rendered a paraplegic, paralyzed from the waist down. Upon learning of this, Daniel jilts her. Armando tries to boost her confidence and persuades her and other disabled people in the local rehabilitation center, including a \"punky\" Latina, Nikki and a wounded Iraq-war veteran, Kenny, (Morgan Spector) to enter a wheelchair ballroom dancing competition. Despite the opposition of his mother, Armando and Mia gradually fall in love and enter into a relationship, while Armando's uncle Wilfredo falls in love with Chantelle, a disabled trans woman at the rehab center. Before the competition, Armando's mother, who has been maneuvering to get Armando hooked up with the beautiful Rosa, does her best to undermine (even to the point of \"casting spells\") the relationship between him and Mia, which has become sexually intimate by now. But Rosa understands, and generously breaks off with Armando.\n", "labels": "What are the first names of the two people who Daniel catches dancing together briefly?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-8e169fe32e084a7b94fbe3c524d56477"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 takes place during a 24-hour period. Henry Hackett is the metro editor of the New York Sun, a fictional New York City tabloid. He is a workaholic who loves his job, but the long hours and low pay are leading to discontent. He is at risk of experiencing the same fate as his editor-in-chief, Bernie White, who put his work first at the expense of his family.\nThe paper's owner, Graham Keighley, faces dire financial straits, so he has Alicia Clark, the managing editor and Henry's nemesis, impose unpopular cutbacks. Henry's wife Martha, a fellow Sun reporter on leave and about to give birth, is fed up because Henry seems to have less and less time for her, and she really dislikes Alicia Clark. She urges him to seriously consider an offer to leave the Sun and become an assistant managing editor at the New York Sentinel, another fictional newspaper (based on The New York Times), which would mean more money, shorter hours, and more respectability, but might also be a bit boring for his tastes.\nMinor subplots involve Alicia, Bernie, and Sun columnist Michael McDougal. McDougal is threatened by an angry city official named Sandusky whom McDougal's column had been tormenting for the past several weeks. Their drunken confrontation in a bar (later in the film) leads to gunfire, which gets Alicia shot in the leg through the wall. Alicia, who is having an affair with Sun reporter Carl and has expensive tastes, schemes to get a raise in her salary. Bernie reveals to Henry that he has recently been diagnosed with prostate cancer, which causes him to spend time tracking down his estranged daughter Deanne White, in an attempt to reconcile before his time is up.\n", "labels": "Where does the man who might end up like his editor-in-chief work?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-1b3e0f1341764e3db281453f47cf5054"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: When Thriller and \"Billie Jean\" were searching to reach their market demographic, MTV and cable TV had a smaller market share than the much larger reach of broadcast television stations in the United States. A national broadcast TV audience on ABC, NBC and CBS affiliate stations, as well as major independent TV stations, was desired by CBS/Epic Records to promote Thriller. The national broadcast TV premiere of the Thriller album's first video, \"Billie Jean\", was during the week of Halloween in October 1984 and was the idea of Video Concert Hall executive producers Charles Henderson and Jerry Crowe. Video Concert Hall, the first nationwide music video TV network, taped the one-hour special in Hollywood and Atlanta, where the TV studios of Video Concert Hall were located. The Thriller TV special was hosted by Thriller video co-star Vincent Price, distributed by Henderson-Crowe Syndications, Inc. and aired in the top 20 TV markets and much of the United States, including TV stations WNEW (New York), WFLD (Chicago), KTTV (Los Angeles), WPLG (Miami), WQTV (Boston) and WXIA (Atlanta), for a total of 150 TV stations.From the moment Thriller was released, it set the standard for the music industry: artists, record labels, producers, marketers and even choreographers. The music video was ahead of its time and it is considered a monumental one\u2014not only in Jackson's career, but also in the history of pop music. Epic Records' approach to creating a song and video that would appeal to the mass market ended up influencing the way that professionals now market and release their songs. John Landis' production of a mini-movie, rather than the usual short music video, would raise the bar for other directors and producers.\n", "labels": "What music video was ahead of its time and it is considered a monumental one in the history of pop music?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-96c97ebd83ce4df7a2adc919260e2e9e"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same 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 highlights three different stories. These stories unfold over the course of nine months. Two couples live completely opposite lives of each other, yet share one commonality: an unexpected pregnancy. The main characters, Carmine and Sasha live in a carefree and comfortable world and the arrival of a child shakes up their conventional life: behind their illusion of a fancy condominium and their successful careers hides a couple that is living in pain, secrets and lies. Simultaneously, the other couple within the film, Justine and Seb are freedom seekers that live day by day on the streets of Montreal. These two young squeegee kids live in hopes of a better future, but in the meantime seem to be content with part-time jobs; such as washing windshields and doing small-time deals. Justine's pregnancy catches Seb off guard as he is not ready to be a father. The history of violence in their relationship makes getting an abortion the obvious choice, however things worsen and turn out differently. In the third story, Stephen Decker is a 50-something father who has lost everything, his wife, his only child, and his inner peace. Now he has found a new purpose for his life: revenge, which brings him from Calgary to Montreal as he attempts to hunt down his daughter's murderer. What he finds is far from what he expected, and five destinies converge, for better and for worse.\n", "labels": "Who considers an abortion?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-7fe862058f5d420d839615231eaf2ba3"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Private detective Humphrey Campbell tracks down a runaway woman, Louise, and ends up marrying her. On the way to Reno, Nevada, for their honeymoon, the couple stop at a bank, which is robbed by three men. \nHumphrey's employer, Oscar Flack of the Flack Missing Persons Bureau, tracks the newlyweds to a Reno hotel. (Across from the hotel, Louise spots an odd advertising clock, which has no hands. This has no bearing on anything, however.) Oscar wants him to find a missing man, Hal Benedict. Louise convinces him to take the case after Oscar promises her a fur coat for locating Hal. They go to see Warren Benedict, Hal's father. When Humphrey learns the FBI may be involved, he wants nothing to do with the case, but Oscar gets him to change his mind. Humphrey tries to keep Louise out of danger, but she has other ideas and keeps tagging along.\nIn the hotel bar, Humphrey learns that Hal was often seen with a woman, a redhead named Irene Donovan. A blonde named \"Gypsy\" Toland offers him a ride to Irene's place, but when Humphrey is spotted by a furious Louise, he gets out of the car. Humphrey later finds Irene dead. He also finds a very much alive Rose Madden, Hal's fianc\u00e9e, who protests that she did not kill Irene. They drive off in Rose's car, then park and start talking. Louise spots him with the brunette Rose. Louise is ready to walk out on Humphrey, but the police will not let her leave because her husband is now a murder suspect. \nHumphrey goes to see Clyde Copley, a collections investigator who admits he was hired by Hal to retrieve letters Hal wrote to Irene; Irene had threatened to use them if he married Rose Madden. Humphrey is cleared of the murder when Police Chief Bates learns that he has a solid alibi.\n", "labels": "What is the full name of the person charged with finding Hal?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-70433635038b4807a9990cd3045f4a5c"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Private detective Humphrey Campbell tracks down a runaway woman, Louise, and ends up marrying her. On the way to Reno, Nevada, for their honeymoon, the couple stop at a bank, which is robbed by three men. \nHumphrey's employer, Oscar Flack of the Flack Missing Persons Bureau, tracks the newlyweds to a Reno hotel. (Across from the hotel, Louise spots an odd advertising clock, which has no hands. This has no bearing on anything, however.) Oscar wants him to find a missing man, Hal Benedict. Louise convinces him to take the case after Oscar promises her a fur coat for locating Hal. They go to see Warren Benedict, Hal's father. When Humphrey learns the FBI may be involved, he wants nothing to do with the case, but Oscar gets him to change his mind. Humphrey tries to keep Louise out of danger, but she has other ideas and keeps tagging along.\nIn the hotel bar, Humphrey learns that Hal was often seen with a woman, a redhead named Irene Donovan. A blonde named \"Gypsy\" Toland offers him a ride to Irene's place, but when Humphrey is spotted by a furious Louise, he gets out of the car. Humphrey later finds Irene dead. He also finds a very much alive Rose Madden, Hal's fianc\u00e9e, who protests that she did not kill Irene. They drive off in Rose's car, then park and start talking. Louise spots him with the brunette Rose. Louise is ready to walk out on Humphrey, but the police will not let her leave because her husband is now a murder suspect. \nHumphrey goes to see Clyde Copley, a collections investigator who admits he was hired by Hal to retrieve letters Hal wrote to Irene; Irene had threatened to use them if he married Rose Madden. Humphrey is cleared of the murder when Police Chief Bates learns that he has a solid alibi.\n", "labels": "What is the last name of the person who tries to keep Louise out of danger?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-70433635038b4807a9990cd3045f4a5c"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: On the battlefield, the king's commanders led the troops. The empire's war strategy rarely involved massive invasions; more often it employed small scale methods such as attacking and destroying individual forts. The empire was among the first in India to use long range artillery commonly manned by foreign gunners (those from present day Turkmenistan were considered the best). Army troops were of two types: The king's personal army directly recruited by the empire and the feudal army under each feudatory. King Krishnadevaraya's personal army consisted of 100,000 infantry, 20,000 cavalrymen and over 900 elephants. This number was only a part of the army numbering over 1.1 million soldiers, a figure that varied as an army of two million has also been recorded along with the existence of a navy as evidenced by the use of the term Navigadaprabhu (commander of the navy). The army recruited from all classes of society (supported by the collection of additional feudal tributes from feudatory rulers), and consisted of archers and musketeers wearing quilted tunics, shieldmen with swords and poignards in their girdles, and soldiers carrying shields so large that no armour was necessary. The horses and elephants were fully armoured and the elephants had knives fastened to their tusks to do maximum damage in battle.The capital city was completely dependent on the water supply systems constructed to channel and store water, ensuring a consistent supply throughout the year. The remains of these hydraulic systems have given historians a picture of the prevailing surface water distribution methods in use at that time in the semiarid regions of South India. Contemporary records and notes of foreign travelers describe how huge tanks were constructed by labourers. Excavations have uncovered the remains of a well-connected water distribution system existing solely within the royal enclosure and the large temple complexes (suggesting it was for the exclusive use of royalty, and for special ceremonies) with sophisticated channels using gravity and siphons to transport water through pipelines. The only structures resembling public waterworks are the remains of large water tanks that collected the seasonal monsoon water and then dried up in summer except for the few fed by springs. In the fertile agricultural areas near the Tungabhadra River, canals were dug to guide the river water into irrigation tanks. These canals had sluices that were opened and closed to control the water flow. In other areas the administration encouraged the digging of wells monitored by administrative authorities. Large tanks in the capital city were constructed with royal patronage while smaller tanks were funded by wealthy individuals to gain social and religious merit.\n", "labels": "What employed a war strategy method such as attacking and destroying individual forts?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-3710c51ab73441e4943df5777548865e"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: On the battlefield, the king's commanders led the troops. The empire's war strategy rarely involved massive invasions; more often it employed small scale methods such as attacking and destroying individual forts. The empire was among the first in India to use long range artillery commonly manned by foreign gunners (those from present day Turkmenistan were considered the best). Army troops were of two types: The king's personal army directly recruited by the empire and the feudal army under each feudatory. King Krishnadevaraya's personal army consisted of 100,000 infantry, 20,000 cavalrymen and over 900 elephants. This number was only a part of the army numbering over 1.1 million soldiers, a figure that varied as an army of two million has also been recorded along with the existence of a navy as evidenced by the use of the term Navigadaprabhu (commander of the navy). The army recruited from all classes of society (supported by the collection of additional feudal tributes from feudatory rulers), and consisted of archers and musketeers wearing quilted tunics, shieldmen with swords and poignards in their girdles, and soldiers carrying shields so large that no armour was necessary. The horses and elephants were fully armoured and the elephants had knives fastened to their tusks to do maximum damage in battle.The capital city was completely dependent on the water supply systems constructed to channel and store water, ensuring a consistent supply throughout the year. The remains of these hydraulic systems have given historians a picture of the prevailing surface water distribution methods in use at that time in the semiarid regions of South India. Contemporary records and notes of foreign travelers describe how huge tanks were constructed by labourers. Excavations have uncovered the remains of a well-connected water distribution system existing solely within the royal enclosure and the large temple complexes (suggesting it was for the exclusive use of royalty, and for special ceremonies) with sophisticated channels using gravity and siphons to transport water through pipelines. The only structures resembling public waterworks are the remains of large water tanks that collected the seasonal monsoon water and then dried up in summer except for the few fed by springs. In the fertile agricultural areas near the Tungabhadra River, canals were dug to guide the river water into irrigation tanks. These canals had sluices that were opened and closed to control the water flow. In other areas the administration encouraged the digging of wells monitored by administrative authorities. Large tanks in the capital city were constructed with royal patronage while smaller tanks were funded by wealthy individuals to gain social and religious merit.\n", "labels": "Where did the remains of the water supply systems give historians a picture of the prevailing surface water distribution methods?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-3710c51ab73441e4943df5777548865e"}, {"text": "Definition: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.\nInput: Passage: Young Pete Lender is setting up traps around his house, explaining to his parents that things in their house are being stolen, despite his parents believing they are simply misplaced. However, it turns out that a family of tiny people (\"Borrowers\"), are living in the house, borrowing stuff without being seen. Pod Clock and his children, Arrietty and Peagreen, make their way through the kitchen to \"borrow\" the radio's battery.\nArrietty, while treating herself with some ice cream in the freezer, is accidentally shut inside just as the Lenders return. Pod manages to rescue Arietty, but jams the ice cube tube in the process and is forced to leave one of his gadgets behind, which is found by Mr. Lender. Meanwhile, the will of Mrs. Lender's aunt Mrs. Allabaster is the only proof that the house rightfully belongs to the family, yet their lawyer Ocious P. Potter cannot find it and has already made plans to demolish their house in order to build condominiums on the land, and the Lenders have until Saturday to move away.\nArrietty is trapped by Pete, who is actually astonished to discover the Borrowers. Pete also explains to Arrietty that the house is being demolished due to the absence of Mrs. Allabaster's will, meaning that both families will have to move. After Arrietty explains the situation to her family, Pod reluctantly agrees to have the family move to the new house, despite being somewhat upset that Arrietty has defied so much about the way of the Borrowers. Unfortunately, during the journey, Arrietty and Peagreen fall out of the moving truck and make their way back to the old house, where they find the new house on a map.\n", "labels": "Who is the sibling of the borrower that is trapped in the freezer?", "task_name": "task001_quoref_question_generation", "task_category": "question_generation", "id": "task001-aca6d79d95ac494280a48c2c4cff23bd"}]