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task001_quoref_question_generation | task001-0569da76a62543faab0b3112684186a8 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: In the early 19th century, the forest was visited by mountain men and explorers such as John Colter and Jim Bridger. Colter is the first white man known to have visited both the Yellowstone region and the forest, which he did between 1807 and 1808. Having been an original member of the Lewis and Clark Expedition, Colter requested permission from Meriwether Lewis to leave the expedition after it had finished crossing the Rocky Mountains during their return journey from the Pacific Ocean. Colter teamed up with two unaffiliated explorers the expedition had encountered, but soon thereafter decided to explore regions south of where his new partners wished to venture. Traveling first into the northeastern region of what is today Yellowstone National Park, Colter then explored the Absaroka Mountains, crossing over Togwotee Pass and entering the valley known today as Jackson Hole. Colter survived a grizzly bear attack and a pursuit by a band of Blackfeet Indians who had taken his horse. The explorer later provided William Clark, who had been his commander on the Lewis and Clark Expedition, with previously unknown information on the regions he had explored, which Clark published in 1814.Travels by fur trappers and adventurers, such as Manuel Lisa and Jim Bridger from 1807 to 1840, completed the exploration of the region. With the decline of the fur trade in the late 1840s and much of the prized beaver long since made scarce by over-trapping, few white explorers entered the forest over the next few decades. The first federally financed expedition which passed through portions of Shoshone National Forest was the Raynolds Expedition of 1860, led by topographical engineer Captain William F. Raynolds. The expedition included geologist and naturalist Ferdinand Vandeveer Hayden and was guided by mountain man Jim Bridger. Though the Raynolds Expedition was focused on exploration of the Yellowstone region, several efforts to enter what later became Yellowstone National Park were impeded by heavy snows across the mountain passes such as Two Ocean Pass. The expedition finally crossed the northern Wind River Range at a pass they named Union Pass and entered Jackson Hole valley to the south of Yellowstone. Hayden led another expedition through the region in 1871. Hayden was primarily interested in documenting the Yellowstone country west of the forest, but his expedition also established that the forest was a prime resource that merited protection. Travels in the forest in the 1880s by later U.S. President Theodore Roosevelt, who was also a strong advocate of land conservation, as well as by General Philip Sheridan, provided the impetus that subsequently established the Yellowstone Timberland Reserve in 1891, creating the first national forest in the U.S. | What is the full name of the person that had his horse taken by the Blackfeet Indians? |
task001_quoref_question_generation | task001-0569da76a62543faab0b3112684186a8 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: In the early 19th century, the forest was visited by mountain men and explorers such as John Colter and Jim Bridger. Colter is the first white man known to have visited both the Yellowstone region and the forest, which he did between 1807 and 1808. Having been an original member of the Lewis and Clark Expedition, Colter requested permission from Meriwether Lewis to leave the expedition after it had finished crossing the Rocky Mountains during their return journey from the Pacific Ocean. Colter teamed up with two unaffiliated explorers the expedition had encountered, but soon thereafter decided to explore regions south of where his new partners wished to venture. Traveling first into the northeastern region of what is today Yellowstone National Park, Colter then explored the Absaroka Mountains, crossing over Togwotee Pass and entering the valley known today as Jackson Hole. Colter survived a grizzly bear attack and a pursuit by a band of Blackfeet Indians who had taken his horse. The explorer later provided William Clark, who had been his commander on the Lewis and Clark Expedition, with previously unknown information on the regions he had explored, which Clark published in 1814.Travels by fur trappers and adventurers, such as Manuel Lisa and Jim Bridger from 1807 to 1840, completed the exploration of the region. With the decline of the fur trade in the late 1840s and much of the prized beaver long since made scarce by over-trapping, few white explorers entered the forest over the next few decades. The first federally financed expedition which passed through portions of Shoshone National Forest was the Raynolds Expedition of 1860, led by topographical engineer Captain William F. Raynolds. The expedition included geologist and naturalist Ferdinand Vandeveer Hayden and was guided by mountain man Jim Bridger. Though the Raynolds Expedition was focused on exploration of the Yellowstone region, several efforts to enter what later became Yellowstone National Park were impeded by heavy snows across the mountain passes such as Two Ocean Pass. The expedition finally crossed the northern Wind River Range at a pass they named Union Pass and entered Jackson Hole valley to the south of Yellowstone. Hayden led another expedition through the region in 1871. Hayden was primarily interested in documenting the Yellowstone country west of the forest, but his expedition also established that the forest was a prime resource that merited protection. Travels in the forest in the 1880s by later U.S. President Theodore Roosevelt, who was also a strong advocate of land conservation, as well as by General Philip Sheridan, provided the impetus that subsequently established the Yellowstone Timberland Reserve in 1891, creating the first national forest in the U.S. | What is the full name of the person that had William Clark as their commander? |
task001_quoref_question_generation | task001-6d54e39f35ee4e86bba0d71fe6ddf9e4 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: On April 17–18, 1995, McVeigh and Nichols removed the bomb supplies from their storage unit in Herington, Kansas, where Nichols lived, and loaded them into a Ryder rental truck. They then drove to Geary Lake State Park, where they nailed boards onto the floor of the truck to hold the 13 barrels in place and mixed the chemicals using plastic buckets and a bathroom scale. Each filled barrel weighed nearly 500 pounds (230 kg). McVeigh added more explosives to the driver's side of the cargo bay, which he could ignite (killing himself in the process) at close range with his Glock 21 pistol in case the primary fuses failed. During McVeigh's trial, Lori Fortier (the wife of Michael Fortier) stated that McVeigh claimed to have arranged the barrels in order to form a shaped charge. This was achieved by tamping the aluminum side panel of the truck with bags of ammonium nitrate fertilizer to direct the blast laterally towards the building. Specifically, McVeigh arranged the barrels in the shape of a backwards J; he later said that for pure destructive power, he would have put the barrels on the side of the cargo bay closest to the Murrah Building; however, such an unevenly distributed 7,000-pound (3,200 kg) load might have broken an axle, flipped the truck over, or at least caused it to lean to one side, which could have drawn attention. All or most of the barrels of ANNM contained metal cylinders of acetylene intended to increase the fireball and the brisance of the explosion.McVeigh then added a dual-fuse ignition system accessible from the truck's front cab. He drilled two holes in the cab of the truck under the seat, while two holes were also drilled in the body of the truck. One green cannon fuse was run through each hole into the cab. These time-delayed fuses led from the cab through plastic fish-tank tubing conduit to two sets of non-electric blasting caps which would ignite around 350 pounds (160 kg) the high-grade explosives that McVeigh stole from a rock quarry. The tubing was painted yellow to blend in with the truck's livery, and duct-taped in place to the wall to make it harder to disable by yanking from the outside. The fuses were set up to initiate, through shock tubes, the 350 pounds (160 kg) of Tovex Blastrite Gel "sausages", which would in turn set off the configuration of barrels. Of the 13 filled barrels, nine contained ammonium nitrate and nitromethane, and four contained a mixture of the fertilizer and about 4 U.S. gallons (3.3 imp gal; 15 L) of diesel fuel. Additional materials and tools used for manufacturing the bomb were left in the truck to be destroyed in the blast. After finishing the truck bomb, the two men separated; Nichols returned home to Herington and McVeigh traveled with the truck to Junction City. | Who drilled holes in the cab of a truck? |
task001_quoref_question_generation | task001-7268c6ee4a304ced84c266a4a1ae8044 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Stretford was part of the ancient parish of Manchester, within the historic county boundaries of Lancashire. Following the Poor Law Amendment Act of 1834, a national scheme for dealing with the relief of the poor, Stretford joined the Chorlton Poor Law Union in 1837, one of three such unions in Manchester, before transferring to the Barton-upon-Irwell Poor Law Union in 1849. In 1867, Stretford Local Board of Health was established, assuming responsibility for the local government of the area in 1868. The board's responsibilities included sanitation and the maintenance of the highways, and it had the authority to levy rates to pay for those services. The local board continued in that role until it was superseded by the creation of Stretford Urban District Council in 1894, as a result of the Local Government Act 1894.
Stretford Urban District became the Municipal Borough of Stretford in 1933, giving it borough status in the United Kingdom. Stretford Borough Council was granted its arms on 20 February 1933. The roses are the red roses of Lancashire, and the lion in the centre represents John of Gaunt, 1st Duke of Lancaster. Above the lion are a crossed flail and scythe; the flail comes from the arms of the de Trafford family; the scythe is a reminder of the agricultural history of the area; the thunderbolts above represent the importance of electricity in Stretford's industrial development. The boat at the bottom represents Stretford's links to the sea via the Manchester Ship Canal.In 1974, as a result of the Local Government Act 1972, the Municipal Borough of Stretford was abolished and Stretford has, since 1 April 1974, formed part of the Metropolitan Borough of Trafford, in Greater Manchester. Trafford Town Hall – previously Stretford Town Hall – is the administrative centre of Trafford. | What was superseded by the Stretford Urban District Council? |
task001_quoref_question_generation | task001-7268c6ee4a304ced84c266a4a1ae8044 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Stretford was part of the ancient parish of Manchester, within the historic county boundaries of Lancashire. Following the Poor Law Amendment Act of 1834, a national scheme for dealing with the relief of the poor, Stretford joined the Chorlton Poor Law Union in 1837, one of three such unions in Manchester, before transferring to the Barton-upon-Irwell Poor Law Union in 1849. In 1867, Stretford Local Board of Health was established, assuming responsibility for the local government of the area in 1868. The board's responsibilities included sanitation and the maintenance of the highways, and it had the authority to levy rates to pay for those services. The local board continued in that role until it was superseded by the creation of Stretford Urban District Council in 1894, as a result of the Local Government Act 1894.
Stretford Urban District became the Municipal Borough of Stretford in 1933, giving it borough status in the United Kingdom. Stretford Borough Council was granted its arms on 20 February 1933. The roses are the red roses of Lancashire, and the lion in the centre represents John of Gaunt, 1st Duke of Lancaster. Above the lion are a crossed flail and scythe; the flail comes from the arms of the de Trafford family; the scythe is a reminder of the agricultural history of the area; the thunderbolts above represent the importance of electricity in Stretford's industrial development. The boat at the bottom represents Stretford's links to the sea via the Manchester Ship Canal.In 1974, as a result of the Local Government Act 1972, the Municipal Borough of Stretford was abolished and Stretford has, since 1 April 1974, formed part of the Metropolitan Borough of Trafford, in Greater Manchester. Trafford Town Hall – previously Stretford Town Hall – is the administrative centre of Trafford. | What was given borough status in the United Kingdom? |
task001_quoref_question_generation | task001-7268c6ee4a304ced84c266a4a1ae8044 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Stretford was part of the ancient parish of Manchester, within the historic county boundaries of Lancashire. Following the Poor Law Amendment Act of 1834, a national scheme for dealing with the relief of the poor, Stretford joined the Chorlton Poor Law Union in 1837, one of three such unions in Manchester, before transferring to the Barton-upon-Irwell Poor Law Union in 1849. In 1867, Stretford Local Board of Health was established, assuming responsibility for the local government of the area in 1868. The board's responsibilities included sanitation and the maintenance of the highways, and it had the authority to levy rates to pay for those services. The local board continued in that role until it was superseded by the creation of Stretford Urban District Council in 1894, as a result of the Local Government Act 1894.
Stretford Urban District became the Municipal Borough of Stretford in 1933, giving it borough status in the United Kingdom. Stretford Borough Council was granted its arms on 20 February 1933. The roses are the red roses of Lancashire, and the lion in the centre represents John of Gaunt, 1st Duke of Lancaster. Above the lion are a crossed flail and scythe; the flail comes from the arms of the de Trafford family; the scythe is a reminder of the agricultural history of the area; the thunderbolts above represent the importance of electricity in Stretford's industrial development. The boat at the bottom represents Stretford's links to the sea via the Manchester Ship Canal.In 1974, as a result of the Local Government Act 1972, the Municipal Borough of Stretford was abolished and Stretford has, since 1 April 1974, formed part of the Metropolitan Borough of Trafford, in Greater Manchester. Trafford Town Hall – previously Stretford Town Hall – is the administrative centre of Trafford. | The scythe is a reminder of the agricultural history of what area? |
task001_quoref_question_generation | task001-5fb6db20c4034ac5acb19bfa3386d4b3 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: She's so fast and good at what she does that you can't afford to waste time on anything, so if we're ready to record drums, for example, we're going to work with whatever we have available right there and then. That's why we worked in such great studios, because we know they have great gear, and we don't need to worry about renting gear. Part of my job as an engineer is to make sure the sessions are not only moving along, but moving along at her pace.
After the move to MSR, Beyoncé and her production team began travelling. In the United Kingdom, they worked at Peter Gabriel's Real World Studios in Wiltshire—particularly using Gabriel's multi-instrument room—to create "Love on Top". Soon after, Beyoncé joined Jay-Z in a Sydney mansion, as he was working on his collaboration album Watch the Throne (2011) with Kanye West. There they created a "primitive studio" using a microphone, a rig out and Pro Tools software to record. Sessions were also held in Las Vegas, Los Angeles, Atlanta and Honolulu.In February 2011, MTV reported the project was nearing completion. 4 was mixed mostly at MixStar Studios in Virginia and mastered at Sterling Sound in New York City. The audio mastering was delayed by a week following the unexpected recording of "I Was Here". Diane Warren had played the song to Jay-Z during a telephone conversation, leading him to put Warren and Beyoncé in contact. In May 2011, Beyoncé submitted seventy-two songs in preparation for the album's release. According to Swivel, an eclectic range of songs were recorded, including ballads, "weird ethereal things" and 1990's R&B and Afrobeat-inspired songs. Columbia Records were reportedly overwhelmed with the "sheer volume of material she presented to them". | Who overwhelmed Columbia Records with the volume of material she presented? |
task001_quoref_question_generation | task001-5fb6db20c4034ac5acb19bfa3386d4b3 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: She's so fast and good at what she does that you can't afford to waste time on anything, so if we're ready to record drums, for example, we're going to work with whatever we have available right there and then. That's why we worked in such great studios, because we know they have great gear, and we don't need to worry about renting gear. Part of my job as an engineer is to make sure the sessions are not only moving along, but moving along at her pace.
After the move to MSR, Beyoncé and her production team began travelling. In the United Kingdom, they worked at Peter Gabriel's Real World Studios in Wiltshire—particularly using Gabriel's multi-instrument room—to create "Love on Top". Soon after, Beyoncé joined Jay-Z in a Sydney mansion, as he was working on his collaboration album Watch the Throne (2011) with Kanye West. There they created a "primitive studio" using a microphone, a rig out and Pro Tools software to record. Sessions were also held in Las Vegas, Los Angeles, Atlanta and Honolulu.In February 2011, MTV reported the project was nearing completion. 4 was mixed mostly at MixStar Studios in Virginia and mastered at Sterling Sound in New York City. The audio mastering was delayed by a week following the unexpected recording of "I Was Here". Diane Warren had played the song to Jay-Z during a telephone conversation, leading him to put Warren and Beyoncé in contact. In May 2011, Beyoncé submitted seventy-two songs in preparation for the album's release. According to Swivel, an eclectic range of songs were recorded, including ballads, "weird ethereal things" and 1990's R&B and Afrobeat-inspired songs. Columbia Records were reportedly overwhelmed with the "sheer volume of material she presented to them". | Who is so fast and good at what she does that you can't afford to waste time on anything? |
task001_quoref_question_generation | task001-5bfd2eb621b04f578f056f60987133db | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Following the events of the previous film, The Muppets find themselves at a loss as to what to do until Dominic Badguy suggests the Muppets go on a European tour with him as their tour manager. As the Muppets begin their tour, a criminal mastermind named Constantine, a near-exact double for Kermit in appearance, escapes from a Siberian Gulag and joins his subordinate Dominic to begin a plot to steal the Crown Jewels of the United Kingdom.
Once the Muppets arrive in Berlin, Germany, Dominic secures them a show at a prestigious venue. Frustrated with the group's incessant requests and Miss Piggy's insistence they marry, Kermit goes for a walk at Dominic's suggestion. Constantine ambushes him and glues a fake mole onto his cheek then slips away. Mistaken for Constantine, Kermit is banished to the Siberian Gulag. Taking Kermit's place, Constantine's blunders in imitating him are covered by Dominic; however, Animal knows the truth. After the Berlin performance opens with Constantine freezing at the audience, Scooter has to introduce the show. Constantine and Dominic steal paintings from a museum while the Muppets perform. The next morning, Interpol agent Jean Pierre Napoleon and CIA agent Sam the Eagle grudgingly team up to apprehend the culprit whom Napoleon believes to be his nemesis "The Lemur" - the number-two criminal in the world.
Meanwhile, in Siberia, Kermit has attempted several times to escape the Gulag but is thwarted each time by prison guard Nadya, who is not only aware of his true identity but is as infatuated with him as Miss Piggy is. Nadya orders Kermit to help organize the prisoners' annual talent show. | What are the names of Kermit's two admirers? |
task001_quoref_question_generation | task001-39baaeb9705340758b410404fc96886a | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Charlemagne planned to continue the Frankish tradition of dividing his kingdom between all his heirs, but was unable to do so as only one son, Louis the Pious (r. 814–840), was still alive by 813. Just before Charlemagne died in 814, he crowned Louis as his successor. Louis's reign of 26 years was marked by numerous divisions of the empire among his sons and, after 829, civil wars between various alliances of father and sons over the control of various parts of the empire. Eventually, Louis recognised his eldest son Lothair I (d. 855) as emperor and gave him Italy. Louis divided the rest of the empire between Lothair and Charles the Bald (d. 877), his youngest son. Lothair took East Francia, comprising both banks of the Rhine and eastwards, leaving Charles West Francia with the empire to the west of the Rhineland and the Alps. Louis the German (d. 876), the middle child, who had been rebellious to the last, was allowed to keep Bavaria under the suzerainty of his elder brother. The division was disputed. Pepin II of Aquitaine (d. after 864), the emperor's grandson, rebelled in a contest for Aquitaine, while Louis the German tried to annex all of East Francia. Louis the Pious died in 840, with the empire still in chaos.A three-year civil war followed his death. By the Treaty of Verdun (843), a kingdom between the Rhine and Rhone rivers was created for Lothair to go with his lands in Italy, and his imperial title was recognised. Louis the German was in control of Bavaria and the eastern lands in modern-day Germany. Charles the Bald received the western Frankish lands, comprising most of modern-day France. Charlemagne's grandsons and great-grandsons divided their kingdoms between their descendants, eventually causing all internal cohesion to be lost. In 987 the Carolingian dynasty was replaced in the western lands, with the crowning of Hugh Capet (r. 987–996) as king. In the eastern lands the dynasty had died out earlier, in 911, with the death of Louis the Child, and the selection of the unrelated Conrad I (r. 911–918) as king.The breakup of the Carolingian Empire was accompanied by invasions, migrations, and raids by external foes. The Atlantic and northern shores were harassed by the Vikings, who also raided the British Isles and settled there as well as in Iceland. In 911, the Viking chieftain Rollo (d. c. 931) received permission from the Frankish King Charles the Simple (r. 898–922) to settle in what became Normandy. The eastern parts of the Frankish kingdoms, especially Germany and Italy, were under continual Magyar assault until the invader's defeat at the Battle of Lechfeld in 955. The breakup of the Abbasid dynasty meant that the Islamic world fragmented into smaller political states, some of which began expanding into Italy and Sicily, as well as over the Pyrenees into the southern parts of the Frankish kingdoms. | What is the name of the person whose entire family except one son was deceased by 813? |
task001_quoref_question_generation | task001-39baaeb9705340758b410404fc96886a | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Charlemagne planned to continue the Frankish tradition of dividing his kingdom between all his heirs, but was unable to do so as only one son, Louis the Pious (r. 814–840), was still alive by 813. Just before Charlemagne died in 814, he crowned Louis as his successor. Louis's reign of 26 years was marked by numerous divisions of the empire among his sons and, after 829, civil wars between various alliances of father and sons over the control of various parts of the empire. Eventually, Louis recognised his eldest son Lothair I (d. 855) as emperor and gave him Italy. Louis divided the rest of the empire between Lothair and Charles the Bald (d. 877), his youngest son. Lothair took East Francia, comprising both banks of the Rhine and eastwards, leaving Charles West Francia with the empire to the west of the Rhineland and the Alps. Louis the German (d. 876), the middle child, who had been rebellious to the last, was allowed to keep Bavaria under the suzerainty of his elder brother. The division was disputed. Pepin II of Aquitaine (d. after 864), the emperor's grandson, rebelled in a contest for Aquitaine, while Louis the German tried to annex all of East Francia. Louis the Pious died in 840, with the empire still in chaos.A three-year civil war followed his death. By the Treaty of Verdun (843), a kingdom between the Rhine and Rhone rivers was created for Lothair to go with his lands in Italy, and his imperial title was recognised. Louis the German was in control of Bavaria and the eastern lands in modern-day Germany. Charles the Bald received the western Frankish lands, comprising most of modern-day France. Charlemagne's grandsons and great-grandsons divided their kingdoms between their descendants, eventually causing all internal cohesion to be lost. In 987 the Carolingian dynasty was replaced in the western lands, with the crowning of Hugh Capet (r. 987–996) as king. In the eastern lands the dynasty had died out earlier, in 911, with the death of Louis the Child, and the selection of the unrelated Conrad I (r. 911–918) as king.The breakup of the Carolingian Empire was accompanied by invasions, migrations, and raids by external foes. The Atlantic and northern shores were harassed by the Vikings, who also raided the British Isles and settled there as well as in Iceland. In 911, the Viking chieftain Rollo (d. c. 931) received permission from the Frankish King Charles the Simple (r. 898–922) to settle in what became Normandy. The eastern parts of the Frankish kingdoms, especially Germany and Italy, were under continual Magyar assault until the invader's defeat at the Battle of Lechfeld in 955. The breakup of the Abbasid dynasty meant that the Islamic world fragmented into smaller political states, some of which began expanding into Italy and Sicily, as well as over the Pyrenees into the southern parts of the Frankish kingdoms. | What is the name of the person whose only remaining son died in 840? |
task001_quoref_question_generation | task001-39baaeb9705340758b410404fc96886a | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Charlemagne planned to continue the Frankish tradition of dividing his kingdom between all his heirs, but was unable to do so as only one son, Louis the Pious (r. 814–840), was still alive by 813. Just before Charlemagne died in 814, he crowned Louis as his successor. Louis's reign of 26 years was marked by numerous divisions of the empire among his sons and, after 829, civil wars between various alliances of father and sons over the control of various parts of the empire. Eventually, Louis recognised his eldest son Lothair I (d. 855) as emperor and gave him Italy. Louis divided the rest of the empire between Lothair and Charles the Bald (d. 877), his youngest son. Lothair took East Francia, comprising both banks of the Rhine and eastwards, leaving Charles West Francia with the empire to the west of the Rhineland and the Alps. Louis the German (d. 876), the middle child, who had been rebellious to the last, was allowed to keep Bavaria under the suzerainty of his elder brother. The division was disputed. Pepin II of Aquitaine (d. after 864), the emperor's grandson, rebelled in a contest for Aquitaine, while Louis the German tried to annex all of East Francia. Louis the Pious died in 840, with the empire still in chaos.A three-year civil war followed his death. By the Treaty of Verdun (843), a kingdom between the Rhine and Rhone rivers was created for Lothair to go with his lands in Italy, and his imperial title was recognised. Louis the German was in control of Bavaria and the eastern lands in modern-day Germany. Charles the Bald received the western Frankish lands, comprising most of modern-day France. Charlemagne's grandsons and great-grandsons divided their kingdoms between their descendants, eventually causing all internal cohesion to be lost. In 987 the Carolingian dynasty was replaced in the western lands, with the crowning of Hugh Capet (r. 987–996) as king. In the eastern lands the dynasty had died out earlier, in 911, with the death of Louis the Child, and the selection of the unrelated Conrad I (r. 911–918) as king.The breakup of the Carolingian Empire was accompanied by invasions, migrations, and raids by external foes. The Atlantic and northern shores were harassed by the Vikings, who also raided the British Isles and settled there as well as in Iceland. In 911, the Viking chieftain Rollo (d. c. 931) received permission from the Frankish King Charles the Simple (r. 898–922) to settle in what became Normandy. The eastern parts of the Frankish kingdoms, especially Germany and Italy, were under continual Magyar assault until the invader's defeat at the Battle of Lechfeld in 955. The breakup of the Abbasid dynasty meant that the Islamic world fragmented into smaller political states, some of which began expanding into Italy and Sicily, as well as over the Pyrenees into the southern parts of the Frankish kingdoms. | What is the full name of the person whose imperial title was recognized? |
task001_quoref_question_generation | task001-39baaeb9705340758b410404fc96886a | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Charlemagne planned to continue the Frankish tradition of dividing his kingdom between all his heirs, but was unable to do so as only one son, Louis the Pious (r. 814–840), was still alive by 813. Just before Charlemagne died in 814, he crowned Louis as his successor. Louis's reign of 26 years was marked by numerous divisions of the empire among his sons and, after 829, civil wars between various alliances of father and sons over the control of various parts of the empire. Eventually, Louis recognised his eldest son Lothair I (d. 855) as emperor and gave him Italy. Louis divided the rest of the empire between Lothair and Charles the Bald (d. 877), his youngest son. Lothair took East Francia, comprising both banks of the Rhine and eastwards, leaving Charles West Francia with the empire to the west of the Rhineland and the Alps. Louis the German (d. 876), the middle child, who had been rebellious to the last, was allowed to keep Bavaria under the suzerainty of his elder brother. The division was disputed. Pepin II of Aquitaine (d. after 864), the emperor's grandson, rebelled in a contest for Aquitaine, while Louis the German tried to annex all of East Francia. Louis the Pious died in 840, with the empire still in chaos.A three-year civil war followed his death. By the Treaty of Verdun (843), a kingdom between the Rhine and Rhone rivers was created for Lothair to go with his lands in Italy, and his imperial title was recognised. Louis the German was in control of Bavaria and the eastern lands in modern-day Germany. Charles the Bald received the western Frankish lands, comprising most of modern-day France. Charlemagne's grandsons and great-grandsons divided their kingdoms between their descendants, eventually causing all internal cohesion to be lost. In 987 the Carolingian dynasty was replaced in the western lands, with the crowning of Hugh Capet (r. 987–996) as king. In the eastern lands the dynasty had died out earlier, in 911, with the death of Louis the Child, and the selection of the unrelated Conrad I (r. 911–918) as king.The breakup of the Carolingian Empire was accompanied by invasions, migrations, and raids by external foes. The Atlantic and northern shores were harassed by the Vikings, who also raided the British Isles and settled there as well as in Iceland. In 911, the Viking chieftain Rollo (d. c. 931) received permission from the Frankish King Charles the Simple (r. 898–922) to settle in what became Normandy. The eastern parts of the Frankish kingdoms, especially Germany and Italy, were under continual Magyar assault until the invader's defeat at the Battle of Lechfeld in 955. The breakup of the Abbasid dynasty meant that the Islamic world fragmented into smaller political states, some of which began expanding into Italy and Sicily, as well as over the Pyrenees into the southern parts of the Frankish kingdoms. | What dynasty had died out earlier, in 911, with the death of Louis the Child? |
task001_quoref_question_generation | task001-2b8cfa2600074fcba4f7395fc15315c1 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Austin Millbarge is a basement-dwelling codebreaker at the Pentagon who aspires to escape his under-respected job to become a secret agent. Emmett Fitz-Hume, a wisecracking, pencil-pushing son of an envoy, takes the foreign service exam under peer pressure. Millbarge and Fitz-Hume meet during the test, on which Fitz-Hume openly attempts to cheat after an attempt to bribe his immediate supervisor in exchange for the answers backfires. Millbarge, however, was forced to take the test, having had only one day to prepare after his supervisor gives him a two week old notice leaving him vulnerable to fail and stay behind in the Pentagon trenches at his expense.
Needing expendable agents to act as decoys to draw attention away from a more capable team, the DIA decides to enlist the two, promote them to be Foreign Service Operatives, put them through minimal training, and then send them on an undefined mission into Soviet Central Asia. Meanwhile, professional agents are well on their way to reaching the real objective: the seizure of a mobile SS-50 ICBM launcher. The main team takes a loss, while Millbarge and Fitz-Hume escape enemy attacks and eventually encounter Karen Boyer, the only surviving operative from the main team.
In the Pamir Mountains of the Tajik Soviet Socialist Republic, the trio overpowers a mobile missile guard unit using hastily constructed extraterrestrial outfits and tranquilizer guns. Following orders in real-time from the intelligence agency (operating from a military bunker located deep under an abandoned drive-in theater), they begin to operate the launcher. At the end of their instructions, the vehicle launches the ICBM into space, targeting an unspecified area in the United States. Thinking they have begun a nuclear war, the American agents and their Soviet counterparts pair up to have sex before the world ends. | What are Millbarge and Fitz-Hume to the DIA? |
task001_quoref_question_generation | task001-2b8cfa2600074fcba4f7395fc15315c1 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Austin Millbarge is a basement-dwelling codebreaker at the Pentagon who aspires to escape his under-respected job to become a secret agent. Emmett Fitz-Hume, a wisecracking, pencil-pushing son of an envoy, takes the foreign service exam under peer pressure. Millbarge and Fitz-Hume meet during the test, on which Fitz-Hume openly attempts to cheat after an attempt to bribe his immediate supervisor in exchange for the answers backfires. Millbarge, however, was forced to take the test, having had only one day to prepare after his supervisor gives him a two week old notice leaving him vulnerable to fail and stay behind in the Pentagon trenches at his expense.
Needing expendable agents to act as decoys to draw attention away from a more capable team, the DIA decides to enlist the two, promote them to be Foreign Service Operatives, put them through minimal training, and then send them on an undefined mission into Soviet Central Asia. Meanwhile, professional agents are well on their way to reaching the real objective: the seizure of a mobile SS-50 ICBM launcher. The main team takes a loss, while Millbarge and Fitz-Hume escape enemy attacks and eventually encounter Karen Boyer, the only surviving operative from the main team.
In the Pamir Mountains of the Tajik Soviet Socialist Republic, the trio overpowers a mobile missile guard unit using hastily constructed extraterrestrial outfits and tranquilizer guns. Following orders in real-time from the intelligence agency (operating from a military bunker located deep under an abandoned drive-in theater), they begin to operate the launcher. At the end of their instructions, the vehicle launches the ICBM into space, targeting an unspecified area in the United States. Thinking they have begun a nuclear war, the American agents and their Soviet counterparts pair up to have sex before the world ends. | What are the codebreaker and the son of the envoy's nationalites? |
task001_quoref_question_generation | task001-966fccb08b134665951110f7828af2e7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Nigel Reuben Rook Williams (15 July 1944 – 21 April 1992) was an English conservator and expert on the restoration of ceramics and glass. From 1961 until his death he worked at the British Museum, where he became the Chief Conservator of Ceramics and Glass in 1983. There his work included the successful restorations of the Sutton Hoo helmet and the Portland Vase.
Joining as an assistant at age 16, Williams spent his entire career, and most of his life, at the British Museum. He was one of the first people to study conservation, not yet recognised as a profession, and from an early age was given responsibility over high-profile objects. In the 1960s he assisted with the re-excavation of the Sutton Hoo ship-burial, and in his early- to mid-twenties he conserved many of the objects found therein: most notably the Sutton Hoo helmet, which occupied a year of his time. He likewise reconstructed other objects from the find, including the shield, drinking horns, and maplewood bottles.
The "abiding passion of his life" was ceramics, and the 1970s and 1980s gave Williams ample opportunities in that field. After nearly 31,000 fragments of shattered Greek vases were found in 1974 amidst the wreck of HMS Colossus, Williams set to work piecing them together. The process was televised, and turned him into a television personality. A decade later, in 1988 and 1989, Williams's crowning achievement came when he took to pieces the Portland Vase, one of the most famous glass objects in the world, and put it back together. The reconstruction was again televised for a BBC programme, and as with the Sutton Hoo helmet, took nearly a year to complete.
Williams died at age 47 of a heart attack while in Aqaba, Jordan, where he was working on a British Museum excavation. The Ceramics & Glass group of the Institute of Conservation awards a biennial prize in his honour, recognising his significant contributions in the field of conservation. | What is the last name of the person who worked at the British Museum from 1961 to his death? |
task001_quoref_question_generation | task001-966fccb08b134665951110f7828af2e7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Nigel Reuben Rook Williams (15 July 1944 – 21 April 1992) was an English conservator and expert on the restoration of ceramics and glass. From 1961 until his death he worked at the British Museum, where he became the Chief Conservator of Ceramics and Glass in 1983. There his work included the successful restorations of the Sutton Hoo helmet and the Portland Vase.
Joining as an assistant at age 16, Williams spent his entire career, and most of his life, at the British Museum. He was one of the first people to study conservation, not yet recognised as a profession, and from an early age was given responsibility over high-profile objects. In the 1960s he assisted with the re-excavation of the Sutton Hoo ship-burial, and in his early- to mid-twenties he conserved many of the objects found therein: most notably the Sutton Hoo helmet, which occupied a year of his time. He likewise reconstructed other objects from the find, including the shield, drinking horns, and maplewood bottles.
The "abiding passion of his life" was ceramics, and the 1970s and 1980s gave Williams ample opportunities in that field. After nearly 31,000 fragments of shattered Greek vases were found in 1974 amidst the wreck of HMS Colossus, Williams set to work piecing them together. The process was televised, and turned him into a television personality. A decade later, in 1988 and 1989, Williams's crowning achievement came when he took to pieces the Portland Vase, one of the most famous glass objects in the world, and put it back together. The reconstruction was again televised for a BBC programme, and as with the Sutton Hoo helmet, took nearly a year to complete.
Williams died at age 47 of a heart attack while in Aqaba, Jordan, where he was working on a British Museum excavation. The Ceramics & Glass group of the Institute of Conservation awards a biennial prize in his honour, recognising his significant contributions in the field of conservation. | What is the last name of the person who became the Chief Conservator of Ceramics and Glass in 1983? |
task001_quoref_question_generation | task001-966fccb08b134665951110f7828af2e7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Nigel Reuben Rook Williams (15 July 1944 – 21 April 1992) was an English conservator and expert on the restoration of ceramics and glass. From 1961 until his death he worked at the British Museum, where he became the Chief Conservator of Ceramics and Glass in 1983. There his work included the successful restorations of the Sutton Hoo helmet and the Portland Vase.
Joining as an assistant at age 16, Williams spent his entire career, and most of his life, at the British Museum. He was one of the first people to study conservation, not yet recognised as a profession, and from an early age was given responsibility over high-profile objects. In the 1960s he assisted with the re-excavation of the Sutton Hoo ship-burial, and in his early- to mid-twenties he conserved many of the objects found therein: most notably the Sutton Hoo helmet, which occupied a year of his time. He likewise reconstructed other objects from the find, including the shield, drinking horns, and maplewood bottles.
The "abiding passion of his life" was ceramics, and the 1970s and 1980s gave Williams ample opportunities in that field. After nearly 31,000 fragments of shattered Greek vases were found in 1974 amidst the wreck of HMS Colossus, Williams set to work piecing them together. The process was televised, and turned him into a television personality. A decade later, in 1988 and 1989, Williams's crowning achievement came when he took to pieces the Portland Vase, one of the most famous glass objects in the world, and put it back together. The reconstruction was again televised for a BBC programme, and as with the Sutton Hoo helmet, took nearly a year to complete.
Williams died at age 47 of a heart attack while in Aqaba, Jordan, where he was working on a British Museum excavation. The Ceramics & Glass group of the Institute of Conservation awards a biennial prize in his honour, recognising his significant contributions in the field of conservation. | What is the last name of the person whose work included the successful restorations of the Sutton Hoo helmet and the Portland Vase? |
task001_quoref_question_generation | task001-966fccb08b134665951110f7828af2e7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Nigel Reuben Rook Williams (15 July 1944 – 21 April 1992) was an English conservator and expert on the restoration of ceramics and glass. From 1961 until his death he worked at the British Museum, where he became the Chief Conservator of Ceramics and Glass in 1983. There his work included the successful restorations of the Sutton Hoo helmet and the Portland Vase.
Joining as an assistant at age 16, Williams spent his entire career, and most of his life, at the British Museum. He was one of the first people to study conservation, not yet recognised as a profession, and from an early age was given responsibility over high-profile objects. In the 1960s he assisted with the re-excavation of the Sutton Hoo ship-burial, and in his early- to mid-twenties he conserved many of the objects found therein: most notably the Sutton Hoo helmet, which occupied a year of his time. He likewise reconstructed other objects from the find, including the shield, drinking horns, and maplewood bottles.
The "abiding passion of his life" was ceramics, and the 1970s and 1980s gave Williams ample opportunities in that field. After nearly 31,000 fragments of shattered Greek vases were found in 1974 amidst the wreck of HMS Colossus, Williams set to work piecing them together. The process was televised, and turned him into a television personality. A decade later, in 1988 and 1989, Williams's crowning achievement came when he took to pieces the Portland Vase, one of the most famous glass objects in the world, and put it back together. The reconstruction was again televised for a BBC programme, and as with the Sutton Hoo helmet, took nearly a year to complete.
Williams died at age 47 of a heart attack while in Aqaba, Jordan, where he was working on a British Museum excavation. The Ceramics & Glass group of the Institute of Conservation awards a biennial prize in his honour, recognising his significant contributions in the field of conservation. | What is the last name of the person who was one of the first people to study conservation? |
task001_quoref_question_generation | task001-966fccb08b134665951110f7828af2e7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Nigel Reuben Rook Williams (15 July 1944 – 21 April 1992) was an English conservator and expert on the restoration of ceramics and glass. From 1961 until his death he worked at the British Museum, where he became the Chief Conservator of Ceramics and Glass in 1983. There his work included the successful restorations of the Sutton Hoo helmet and the Portland Vase.
Joining as an assistant at age 16, Williams spent his entire career, and most of his life, at the British Museum. He was one of the first people to study conservation, not yet recognised as a profession, and from an early age was given responsibility over high-profile objects. In the 1960s he assisted with the re-excavation of the Sutton Hoo ship-burial, and in his early- to mid-twenties he conserved many of the objects found therein: most notably the Sutton Hoo helmet, which occupied a year of his time. He likewise reconstructed other objects from the find, including the shield, drinking horns, and maplewood bottles.
The "abiding passion of his life" was ceramics, and the 1970s and 1980s gave Williams ample opportunities in that field. After nearly 31,000 fragments of shattered Greek vases were found in 1974 amidst the wreck of HMS Colossus, Williams set to work piecing them together. The process was televised, and turned him into a television personality. A decade later, in 1988 and 1989, Williams's crowning achievement came when he took to pieces the Portland Vase, one of the most famous glass objects in the world, and put it back together. The reconstruction was again televised for a BBC programme, and as with the Sutton Hoo helmet, took nearly a year to complete.
Williams died at age 47 of a heart attack while in Aqaba, Jordan, where he was working on a British Museum excavation. The Ceramics & Glass group of the Institute of Conservation awards a biennial prize in his honour, recognising his significant contributions in the field of conservation. | What is the last name of the person who was given responsibility over high-profile objects from an early age? |
task001_quoref_question_generation | task001-966fccb08b134665951110f7828af2e7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Nigel Reuben Rook Williams (15 July 1944 – 21 April 1992) was an English conservator and expert on the restoration of ceramics and glass. From 1961 until his death he worked at the British Museum, where he became the Chief Conservator of Ceramics and Glass in 1983. There his work included the successful restorations of the Sutton Hoo helmet and the Portland Vase.
Joining as an assistant at age 16, Williams spent his entire career, and most of his life, at the British Museum. He was one of the first people to study conservation, not yet recognised as a profession, and from an early age was given responsibility over high-profile objects. In the 1960s he assisted with the re-excavation of the Sutton Hoo ship-burial, and in his early- to mid-twenties he conserved many of the objects found therein: most notably the Sutton Hoo helmet, which occupied a year of his time. He likewise reconstructed other objects from the find, including the shield, drinking horns, and maplewood bottles.
The "abiding passion of his life" was ceramics, and the 1970s and 1980s gave Williams ample opportunities in that field. After nearly 31,000 fragments of shattered Greek vases were found in 1974 amidst the wreck of HMS Colossus, Williams set to work piecing them together. The process was televised, and turned him into a television personality. A decade later, in 1988 and 1989, Williams's crowning achievement came when he took to pieces the Portland Vase, one of the most famous glass objects in the world, and put it back together. The reconstruction was again televised for a BBC programme, and as with the Sutton Hoo helmet, took nearly a year to complete.
Williams died at age 47 of a heart attack while in Aqaba, Jordan, where he was working on a British Museum excavation. The Ceramics & Glass group of the Institute of Conservation awards a biennial prize in his honour, recognising his significant contributions in the field of conservation. | What is the last name of the person who assisted with the re-excavation of the Sutton Hoo ship-burial in the 1960s? |
task001_quoref_question_generation | task001-966fccb08b134665951110f7828af2e7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Nigel Reuben Rook Williams (15 July 1944 – 21 April 1992) was an English conservator and expert on the restoration of ceramics and glass. From 1961 until his death he worked at the British Museum, where he became the Chief Conservator of Ceramics and Glass in 1983. There his work included the successful restorations of the Sutton Hoo helmet and the Portland Vase.
Joining as an assistant at age 16, Williams spent his entire career, and most of his life, at the British Museum. He was one of the first people to study conservation, not yet recognised as a profession, and from an early age was given responsibility over high-profile objects. In the 1960s he assisted with the re-excavation of the Sutton Hoo ship-burial, and in his early- to mid-twenties he conserved many of the objects found therein: most notably the Sutton Hoo helmet, which occupied a year of his time. He likewise reconstructed other objects from the find, including the shield, drinking horns, and maplewood bottles.
The "abiding passion of his life" was ceramics, and the 1970s and 1980s gave Williams ample opportunities in that field. After nearly 31,000 fragments of shattered Greek vases were found in 1974 amidst the wreck of HMS Colossus, Williams set to work piecing them together. The process was televised, and turned him into a television personality. A decade later, in 1988 and 1989, Williams's crowning achievement came when he took to pieces the Portland Vase, one of the most famous glass objects in the world, and put it back together. The reconstruction was again televised for a BBC programme, and as with the Sutton Hoo helmet, took nearly a year to complete.
Williams died at age 47 of a heart attack while in Aqaba, Jordan, where he was working on a British Museum excavation. The Ceramics & Glass group of the Institute of Conservation awards a biennial prize in his honour, recognising his significant contributions in the field of conservation. | What is the last name of the person who conserved many of the objects found in the Sutton Hoo ship-burial in his early- to mid-twenties? |
task001_quoref_question_generation | task001-966fccb08b134665951110f7828af2e7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Nigel Reuben Rook Williams (15 July 1944 – 21 April 1992) was an English conservator and expert on the restoration of ceramics and glass. From 1961 until his death he worked at the British Museum, where he became the Chief Conservator of Ceramics and Glass in 1983. There his work included the successful restorations of the Sutton Hoo helmet and the Portland Vase.
Joining as an assistant at age 16, Williams spent his entire career, and most of his life, at the British Museum. He was one of the first people to study conservation, not yet recognised as a profession, and from an early age was given responsibility over high-profile objects. In the 1960s he assisted with the re-excavation of the Sutton Hoo ship-burial, and in his early- to mid-twenties he conserved many of the objects found therein: most notably the Sutton Hoo helmet, which occupied a year of his time. He likewise reconstructed other objects from the find, including the shield, drinking horns, and maplewood bottles.
The "abiding passion of his life" was ceramics, and the 1970s and 1980s gave Williams ample opportunities in that field. After nearly 31,000 fragments of shattered Greek vases were found in 1974 amidst the wreck of HMS Colossus, Williams set to work piecing them together. The process was televised, and turned him into a television personality. A decade later, in 1988 and 1989, Williams's crowning achievement came when he took to pieces the Portland Vase, one of the most famous glass objects in the world, and put it back together. The reconstruction was again televised for a BBC programme, and as with the Sutton Hoo helmet, took nearly a year to complete.
Williams died at age 47 of a heart attack while in Aqaba, Jordan, where he was working on a British Museum excavation. The Ceramics & Glass group of the Institute of Conservation awards a biennial prize in his honour, recognising his significant contributions in the field of conservation. | What is the last name of the person who reconstructed other objects from the find, including the shield, drinking horns, and maplewood bottles? |
task001_quoref_question_generation | task001-966fccb08b134665951110f7828af2e7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Nigel Reuben Rook Williams (15 July 1944 – 21 April 1992) was an English conservator and expert on the restoration of ceramics and glass. From 1961 until his death he worked at the British Museum, where he became the Chief Conservator of Ceramics and Glass in 1983. There his work included the successful restorations of the Sutton Hoo helmet and the Portland Vase.
Joining as an assistant at age 16, Williams spent his entire career, and most of his life, at the British Museum. He was one of the first people to study conservation, not yet recognised as a profession, and from an early age was given responsibility over high-profile objects. In the 1960s he assisted with the re-excavation of the Sutton Hoo ship-burial, and in his early- to mid-twenties he conserved many of the objects found therein: most notably the Sutton Hoo helmet, which occupied a year of his time. He likewise reconstructed other objects from the find, including the shield, drinking horns, and maplewood bottles.
The "abiding passion of his life" was ceramics, and the 1970s and 1980s gave Williams ample opportunities in that field. After nearly 31,000 fragments of shattered Greek vases were found in 1974 amidst the wreck of HMS Colossus, Williams set to work piecing them together. The process was televised, and turned him into a television personality. A decade later, in 1988 and 1989, Williams's crowning achievement came when he took to pieces the Portland Vase, one of the most famous glass objects in the world, and put it back together. The reconstruction was again televised for a BBC programme, and as with the Sutton Hoo helmet, took nearly a year to complete.
Williams died at age 47 of a heart attack while in Aqaba, Jordan, where he was working on a British Museum excavation. The Ceramics & Glass group of the Institute of Conservation awards a biennial prize in his honour, recognising his significant contributions in the field of conservation. | What is the last name of the person whose abiding passion of his life was ceramics? |
task001_quoref_question_generation | task001-966fccb08b134665951110f7828af2e7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Nigel Reuben Rook Williams (15 July 1944 – 21 April 1992) was an English conservator and expert on the restoration of ceramics and glass. From 1961 until his death he worked at the British Museum, where he became the Chief Conservator of Ceramics and Glass in 1983. There his work included the successful restorations of the Sutton Hoo helmet and the Portland Vase.
Joining as an assistant at age 16, Williams spent his entire career, and most of his life, at the British Museum. He was one of the first people to study conservation, not yet recognised as a profession, and from an early age was given responsibility over high-profile objects. In the 1960s he assisted with the re-excavation of the Sutton Hoo ship-burial, and in his early- to mid-twenties he conserved many of the objects found therein: most notably the Sutton Hoo helmet, which occupied a year of his time. He likewise reconstructed other objects from the find, including the shield, drinking horns, and maplewood bottles.
The "abiding passion of his life" was ceramics, and the 1970s and 1980s gave Williams ample opportunities in that field. After nearly 31,000 fragments of shattered Greek vases were found in 1974 amidst the wreck of HMS Colossus, Williams set to work piecing them together. The process was televised, and turned him into a television personality. A decade later, in 1988 and 1989, Williams's crowning achievement came when he took to pieces the Portland Vase, one of the most famous glass objects in the world, and put it back together. The reconstruction was again televised for a BBC programme, and as with the Sutton Hoo helmet, took nearly a year to complete.
Williams died at age 47 of a heart attack while in Aqaba, Jordan, where he was working on a British Museum excavation. The Ceramics & Glass group of the Institute of Conservation awards a biennial prize in his honour, recognising his significant contributions in the field of conservation. | What is the last name of the person who was working on a British Museum excavation when he died? |
task001_quoref_question_generation | task001-966fccb08b134665951110f7828af2e7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Nigel Reuben Rook Williams (15 July 1944 – 21 April 1992) was an English conservator and expert on the restoration of ceramics and glass. From 1961 until his death he worked at the British Museum, where he became the Chief Conservator of Ceramics and Glass in 1983. There his work included the successful restorations of the Sutton Hoo helmet and the Portland Vase.
Joining as an assistant at age 16, Williams spent his entire career, and most of his life, at the British Museum. He was one of the first people to study conservation, not yet recognised as a profession, and from an early age was given responsibility over high-profile objects. In the 1960s he assisted with the re-excavation of the Sutton Hoo ship-burial, and in his early- to mid-twenties he conserved many of the objects found therein: most notably the Sutton Hoo helmet, which occupied a year of his time. He likewise reconstructed other objects from the find, including the shield, drinking horns, and maplewood bottles.
The "abiding passion of his life" was ceramics, and the 1970s and 1980s gave Williams ample opportunities in that field. After nearly 31,000 fragments of shattered Greek vases were found in 1974 amidst the wreck of HMS Colossus, Williams set to work piecing them together. The process was televised, and turned him into a television personality. A decade later, in 1988 and 1989, Williams's crowning achievement came when he took to pieces the Portland Vase, one of the most famous glass objects in the world, and put it back together. The reconstruction was again televised for a BBC programme, and as with the Sutton Hoo helmet, took nearly a year to complete.
Williams died at age 47 of a heart attack while in Aqaba, Jordan, where he was working on a British Museum excavation. The Ceramics & Glass group of the Institute of Conservation awards a biennial prize in his honour, recognising his significant contributions in the field of conservation. | What was the last name of the person whose works included the restoration of the Sutton Hoo helmet? |
task001_quoref_question_generation | task001-966fccb08b134665951110f7828af2e7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Nigel Reuben Rook Williams (15 July 1944 – 21 April 1992) was an English conservator and expert on the restoration of ceramics and glass. From 1961 until his death he worked at the British Museum, where he became the Chief Conservator of Ceramics and Glass in 1983. There his work included the successful restorations of the Sutton Hoo helmet and the Portland Vase.
Joining as an assistant at age 16, Williams spent his entire career, and most of his life, at the British Museum. He was one of the first people to study conservation, not yet recognised as a profession, and from an early age was given responsibility over high-profile objects. In the 1960s he assisted with the re-excavation of the Sutton Hoo ship-burial, and in his early- to mid-twenties he conserved many of the objects found therein: most notably the Sutton Hoo helmet, which occupied a year of his time. He likewise reconstructed other objects from the find, including the shield, drinking horns, and maplewood bottles.
The "abiding passion of his life" was ceramics, and the 1970s and 1980s gave Williams ample opportunities in that field. After nearly 31,000 fragments of shattered Greek vases were found in 1974 amidst the wreck of HMS Colossus, Williams set to work piecing them together. The process was televised, and turned him into a television personality. A decade later, in 1988 and 1989, Williams's crowning achievement came when he took to pieces the Portland Vase, one of the most famous glass objects in the world, and put it back together. The reconstruction was again televised for a BBC programme, and as with the Sutton Hoo helmet, took nearly a year to complete.
Williams died at age 47 of a heart attack while in Aqaba, Jordan, where he was working on a British Museum excavation. The Ceramics & Glass group of the Institute of Conservation awards a biennial prize in his honour, recognising his significant contributions in the field of conservation. | What did Williams work on piecing together? |
task001_quoref_question_generation | task001-966fccb08b134665951110f7828af2e7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Nigel Reuben Rook Williams (15 July 1944 – 21 April 1992) was an English conservator and expert on the restoration of ceramics and glass. From 1961 until his death he worked at the British Museum, where he became the Chief Conservator of Ceramics and Glass in 1983. There his work included the successful restorations of the Sutton Hoo helmet and the Portland Vase.
Joining as an assistant at age 16, Williams spent his entire career, and most of his life, at the British Museum. He was one of the first people to study conservation, not yet recognised as a profession, and from an early age was given responsibility over high-profile objects. In the 1960s he assisted with the re-excavation of the Sutton Hoo ship-burial, and in his early- to mid-twenties he conserved many of the objects found therein: most notably the Sutton Hoo helmet, which occupied a year of his time. He likewise reconstructed other objects from the find, including the shield, drinking horns, and maplewood bottles.
The "abiding passion of his life" was ceramics, and the 1970s and 1980s gave Williams ample opportunities in that field. After nearly 31,000 fragments of shattered Greek vases were found in 1974 amidst the wreck of HMS Colossus, Williams set to work piecing them together. The process was televised, and turned him into a television personality. A decade later, in 1988 and 1989, Williams's crowning achievement came when he took to pieces the Portland Vase, one of the most famous glass objects in the world, and put it back together. The reconstruction was again televised for a BBC programme, and as with the Sutton Hoo helmet, took nearly a year to complete.
Williams died at age 47 of a heart attack while in Aqaba, Jordan, where he was working on a British Museum excavation. The Ceramics & Glass group of the Institute of Conservation awards a biennial prize in his honour, recognising his significant contributions in the field of conservation. | What was the most famous glass object in the world that Williams put back together? |
task001_quoref_question_generation | task001-966fccb08b134665951110f7828af2e7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Nigel Reuben Rook Williams (15 July 1944 – 21 April 1992) was an English conservator and expert on the restoration of ceramics and glass. From 1961 until his death he worked at the British Museum, where he became the Chief Conservator of Ceramics and Glass in 1983. There his work included the successful restorations of the Sutton Hoo helmet and the Portland Vase.
Joining as an assistant at age 16, Williams spent his entire career, and most of his life, at the British Museum. He was one of the first people to study conservation, not yet recognised as a profession, and from an early age was given responsibility over high-profile objects. In the 1960s he assisted with the re-excavation of the Sutton Hoo ship-burial, and in his early- to mid-twenties he conserved many of the objects found therein: most notably the Sutton Hoo helmet, which occupied a year of his time. He likewise reconstructed other objects from the find, including the shield, drinking horns, and maplewood bottles.
The "abiding passion of his life" was ceramics, and the 1970s and 1980s gave Williams ample opportunities in that field. After nearly 31,000 fragments of shattered Greek vases were found in 1974 amidst the wreck of HMS Colossus, Williams set to work piecing them together. The process was televised, and turned him into a television personality. A decade later, in 1988 and 1989, Williams's crowning achievement came when he took to pieces the Portland Vase, one of the most famous glass objects in the world, and put it back together. The reconstruction was again televised for a BBC programme, and as with the Sutton Hoo helmet, took nearly a year to complete.
Williams died at age 47 of a heart attack while in Aqaba, Jordan, where he was working on a British Museum excavation. The Ceramics & Glass group of the Institute of Conservation awards a biennial prize in his honour, recognising his significant contributions in the field of conservation. | What was the first name of the person whose abiding passion of his life was ceramics? |
task001_quoref_question_generation | task001-966fccb08b134665951110f7828af2e7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Nigel Reuben Rook Williams (15 July 1944 – 21 April 1992) was an English conservator and expert on the restoration of ceramics and glass. From 1961 until his death he worked at the British Museum, where he became the Chief Conservator of Ceramics and Glass in 1983. There his work included the successful restorations of the Sutton Hoo helmet and the Portland Vase.
Joining as an assistant at age 16, Williams spent his entire career, and most of his life, at the British Museum. He was one of the first people to study conservation, not yet recognised as a profession, and from an early age was given responsibility over high-profile objects. In the 1960s he assisted with the re-excavation of the Sutton Hoo ship-burial, and in his early- to mid-twenties he conserved many of the objects found therein: most notably the Sutton Hoo helmet, which occupied a year of his time. He likewise reconstructed other objects from the find, including the shield, drinking horns, and maplewood bottles.
The "abiding passion of his life" was ceramics, and the 1970s and 1980s gave Williams ample opportunities in that field. After nearly 31,000 fragments of shattered Greek vases were found in 1974 amidst the wreck of HMS Colossus, Williams set to work piecing them together. The process was televised, and turned him into a television personality. A decade later, in 1988 and 1989, Williams's crowning achievement came when he took to pieces the Portland Vase, one of the most famous glass objects in the world, and put it back together. The reconstruction was again televised for a BBC programme, and as with the Sutton Hoo helmet, took nearly a year to complete.
Williams died at age 47 of a heart attack while in Aqaba, Jordan, where he was working on a British Museum excavation. The Ceramics & Glass group of the Institute of Conservation awards a biennial prize in his honour, recognising his significant contributions in the field of conservation. | What is the last name of the person whose work included the successful restorations of the Sutton Hoo helmet and the Portland Vase? |
task001_quoref_question_generation | task001-7fd2fb023ecd494b8f1be39b0546e393 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Mineralogist Paul Carlson is struck by a lunar meteorite while observing a meteor shower. Lodged in his brain, the meteorite causes him to transform into a strong and vicious lizard (the titular "moon beast") whenever the moon comes out. In his lizard form, Paul loses all traces of his human self and goes about killing people at random. While human, Paul is subject to spells of dizziness and nausea, causing his girlfriend Kathy Nolan and friend and former teacher Johnny Longbow to become concerned.
Eventually it is shown that Paul is the monster, and deduced that the meteorite fragment in his brain is the cause of his transformations. Plans are made to remove it from his skull, but the NASA brain surgeons realize, after another X-ray and Johnny remembering some Native American legends documenting similar phenomena, that the meteorite has disintegrated and will eventually cause Paul to self-combust. When Paul learns of this, he escapes into the desert, presumably to kill himself so he will not cause any more harm. Kathy, Johnny, and the local law enforcement follow him, and Johnny shoots him with an arrow made of the original meteorite, which causes him to explode. | What is the full name of the moon beast? |
task001_quoref_question_generation | task001-7fd2fb023ecd494b8f1be39b0546e393 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Mineralogist Paul Carlson is struck by a lunar meteorite while observing a meteor shower. Lodged in his brain, the meteorite causes him to transform into a strong and vicious lizard (the titular "moon beast") whenever the moon comes out. In his lizard form, Paul loses all traces of his human self and goes about killing people at random. While human, Paul is subject to spells of dizziness and nausea, causing his girlfriend Kathy Nolan and friend and former teacher Johnny Longbow to become concerned.
Eventually it is shown that Paul is the monster, and deduced that the meteorite fragment in his brain is the cause of his transformations. Plans are made to remove it from his skull, but the NASA brain surgeons realize, after another X-ray and Johnny remembering some Native American legends documenting similar phenomena, that the meteorite has disintegrated and will eventually cause Paul to self-combust. When Paul learns of this, he escapes into the desert, presumably to kill himself so he will not cause any more harm. Kathy, Johnny, and the local law enforcement follow him, and Johnny shoots him with an arrow made of the original meteorite, which causes him to explode. | What is the job of the person who is transformed into a lizard? |
task001_quoref_question_generation | task001-7fd2fb023ecd494b8f1be39b0546e393 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Mineralogist Paul Carlson is struck by a lunar meteorite while observing a meteor shower. Lodged in his brain, the meteorite causes him to transform into a strong and vicious lizard (the titular "moon beast") whenever the moon comes out. In his lizard form, Paul loses all traces of his human self and goes about killing people at random. While human, Paul is subject to spells of dizziness and nausea, causing his girlfriend Kathy Nolan and friend and former teacher Johnny Longbow to become concerned.
Eventually it is shown that Paul is the monster, and deduced that the meteorite fragment in his brain is the cause of his transformations. Plans are made to remove it from his skull, but the NASA brain surgeons realize, after another X-ray and Johnny remembering some Native American legends documenting similar phenomena, that the meteorite has disintegrated and will eventually cause Paul to self-combust. When Paul learns of this, he escapes into the desert, presumably to kill himself so he will not cause any more harm. Kathy, Johnny, and the local law enforcement follow him, and Johnny shoots him with an arrow made of the original meteorite, which causes him to explode. | What relationship did the person who kills the moon beast have with Paul? |
task001_quoref_question_generation | task001-7fd2fb023ecd494b8f1be39b0546e393 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Mineralogist Paul Carlson is struck by a lunar meteorite while observing a meteor shower. Lodged in his brain, the meteorite causes him to transform into a strong and vicious lizard (the titular "moon beast") whenever the moon comes out. In his lizard form, Paul loses all traces of his human self and goes about killing people at random. While human, Paul is subject to spells of dizziness and nausea, causing his girlfriend Kathy Nolan and friend and former teacher Johnny Longbow to become concerned.
Eventually it is shown that Paul is the monster, and deduced that the meteorite fragment in his brain is the cause of his transformations. Plans are made to remove it from his skull, but the NASA brain surgeons realize, after another X-ray and Johnny remembering some Native American legends documenting similar phenomena, that the meteorite has disintegrated and will eventually cause Paul to self-combust. When Paul learns of this, he escapes into the desert, presumably to kill himself so he will not cause any more harm. Kathy, Johnny, and the local law enforcement follow him, and Johnny shoots him with an arrow made of the original meteorite, which causes him to explode. | What is the full name of the friend of the man who remembers Native American legends? |
task001_quoref_question_generation | task001-7fd2fb023ecd494b8f1be39b0546e393 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Mineralogist Paul Carlson is struck by a lunar meteorite while observing a meteor shower. Lodged in his brain, the meteorite causes him to transform into a strong and vicious lizard (the titular "moon beast") whenever the moon comes out. In his lizard form, Paul loses all traces of his human self and goes about killing people at random. While human, Paul is subject to spells of dizziness and nausea, causing his girlfriend Kathy Nolan and friend and former teacher Johnny Longbow to become concerned.
Eventually it is shown that Paul is the monster, and deduced that the meteorite fragment in his brain is the cause of his transformations. Plans are made to remove it from his skull, but the NASA brain surgeons realize, after another X-ray and Johnny remembering some Native American legends documenting similar phenomena, that the meteorite has disintegrated and will eventually cause Paul to self-combust. When Paul learns of this, he escapes into the desert, presumably to kill himself so he will not cause any more harm. Kathy, Johnny, and the local law enforcement follow him, and Johnny shoots him with an arrow made of the original meteorite, which causes him to explode. | What are the first names of the people that are worried after the mineralogist has spells of nausea? |
task001_quoref_question_generation | task001-7fd2fb023ecd494b8f1be39b0546e393 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Mineralogist Paul Carlson is struck by a lunar meteorite while observing a meteor shower. Lodged in his brain, the meteorite causes him to transform into a strong and vicious lizard (the titular "moon beast") whenever the moon comes out. In his lizard form, Paul loses all traces of his human self and goes about killing people at random. While human, Paul is subject to spells of dizziness and nausea, causing his girlfriend Kathy Nolan and friend and former teacher Johnny Longbow to become concerned.
Eventually it is shown that Paul is the monster, and deduced that the meteorite fragment in his brain is the cause of his transformations. Plans are made to remove it from his skull, but the NASA brain surgeons realize, after another X-ray and Johnny remembering some Native American legends documenting similar phenomena, that the meteorite has disintegrated and will eventually cause Paul to self-combust. When Paul learns of this, he escapes into the desert, presumably to kill himself so he will not cause any more harm. Kathy, Johnny, and the local law enforcement follow him, and Johnny shoots him with an arrow made of the original meteorite, which causes him to explode. | What is the first name of the person that kills the man who goes into the desert so he cannot harm anyone? |
task001_quoref_question_generation | task001-8d736e5b0e1545e4aa71bc23c1a44f4b | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Retired gunslinger and former Confederate soldier Steve Sinclair is living as a rancher in a small western community. He collaborates with the main landowner Dennis Deneen, from whom he rents the ranch, to preserve communal stability.
His quiet life is disrupted by the appearance of his emotionally unstable younger brother Tony and Tony's beautiful girlfriend Joan. Tony has also brought back with him a new beautiful handmade six gun with a filed down trigger. He goes out into the yard to show off his quick draw skills with his other prize possession. The scene ends with Tony finally shooting an image of himself in a pool of water.
An old rival of Steve's, gunman Larry Venables, also arrives on the scene looking for Steve. Gun crazy Tony challenges Venables to draw on him. When a reluctant but belligerent Venables gets distracted Tony kills him. His success goes to his head and he gets drunk, ignoring Joan. Steve is mad about the shooting and tells his younger brother that Venable was one of the faster gunfighters he ever knew, and that he got lucky.
A new problem arises with the arrival of Clay Ellison, a farmer who plans to fence off a strip of land he inherited from his deceased father. The land is currently grazed by cattle and is part of the open range. Ellison has plans to grow wheat on the land and plans to put up barbed wire to keep the cattle off the property. Tony attempts to drive off Ellison, but Steve intervenes. | Who is Joan's boyfriend's brother? |
task001_quoref_question_generation | task001-8d736e5b0e1545e4aa71bc23c1a44f4b | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Retired gunslinger and former Confederate soldier Steve Sinclair is living as a rancher in a small western community. He collaborates with the main landowner Dennis Deneen, from whom he rents the ranch, to preserve communal stability.
His quiet life is disrupted by the appearance of his emotionally unstable younger brother Tony and Tony's beautiful girlfriend Joan. Tony has also brought back with him a new beautiful handmade six gun with a filed down trigger. He goes out into the yard to show off his quick draw skills with his other prize possession. The scene ends with Tony finally shooting an image of himself in a pool of water.
An old rival of Steve's, gunman Larry Venables, also arrives on the scene looking for Steve. Gun crazy Tony challenges Venables to draw on him. When a reluctant but belligerent Venables gets distracted Tony kills him. His success goes to his head and he gets drunk, ignoring Joan. Steve is mad about the shooting and tells his younger brother that Venable was one of the faster gunfighters he ever knew, and that he got lucky.
A new problem arises with the arrival of Clay Ellison, a farmer who plans to fence off a strip of land he inherited from his deceased father. The land is currently grazed by cattle and is part of the open range. Ellison has plans to grow wheat on the land and plans to put up barbed wire to keep the cattle off the property. Tony attempts to drive off Ellison, but Steve intervenes. | What professions did the man who rents from Dennis Deneen used to do? |
task001_quoref_question_generation | task001-8d736e5b0e1545e4aa71bc23c1a44f4b | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Retired gunslinger and former Confederate soldier Steve Sinclair is living as a rancher in a small western community. He collaborates with the main landowner Dennis Deneen, from whom he rents the ranch, to preserve communal stability.
His quiet life is disrupted by the appearance of his emotionally unstable younger brother Tony and Tony's beautiful girlfriend Joan. Tony has also brought back with him a new beautiful handmade six gun with a filed down trigger. He goes out into the yard to show off his quick draw skills with his other prize possession. The scene ends with Tony finally shooting an image of himself in a pool of water.
An old rival of Steve's, gunman Larry Venables, also arrives on the scene looking for Steve. Gun crazy Tony challenges Venables to draw on him. When a reluctant but belligerent Venables gets distracted Tony kills him. His success goes to his head and he gets drunk, ignoring Joan. Steve is mad about the shooting and tells his younger brother that Venable was one of the faster gunfighters he ever knew, and that he got lucky.
A new problem arises with the arrival of Clay Ellison, a farmer who plans to fence off a strip of land he inherited from his deceased father. The land is currently grazed by cattle and is part of the open range. Ellison has plans to grow wheat on the land and plans to put up barbed wire to keep the cattle off the property. Tony attempts to drive off Ellison, but Steve intervenes. | Who does Steve think got lucky? |
task001_quoref_question_generation | task001-93e8846768ae4b73855d021699cbdc24 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Following their 2004 reunion, the Pixies felt that recording a new song would "break the ice" between band members after their acrimonious split in 1993. As the band were announcing dates for their reunion world tour, DreamWorks contacted manager Ken Goes to enquire whether they would be interested in recording a song for the title sequence of Shrek 2. The band agreed, and frontman Black Francis and Deal began composing riffs for a song aimed at children. Deal had been experimenting with a chord progression for a while, and since her band The Breeders were then inactive, she decided to donate her new composition to the Pixies.
The Pixies chose Deal's riff, as it was a "poppier, more kid-friendly thing," and Francis agreed to let her sing lead vocals and write the new song; significantly, Francis is relegated to backing vocals on the track. Francis' move was meant to warm the previously cold relations between the two—in the previous two Pixies studio albums, Bossanova (1990) and Trompe le Monde (1991), Francis, the band's principal songwriter, had not let Deal contribute any songs or sing lead vocals. This became one of the reasons for the Pixies' 1993 split. However, the two appeared at the time to have resolved their differences: Francis praised "Bam Thwok," as "a really good song." despite joking in interviews about how he planned to remove as many of her compositions as possible from a hypothetical new album. However, Deal eventually left the band in June 2013, before the release of the band's next album, Indie Cindy. | What band is Black Francis the frontman for? |
task001_quoref_question_generation | task001-93e8846768ae4b73855d021699cbdc24 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Following their 2004 reunion, the Pixies felt that recording a new song would "break the ice" between band members after their acrimonious split in 1993. As the band were announcing dates for their reunion world tour, DreamWorks contacted manager Ken Goes to enquire whether they would be interested in recording a song for the title sequence of Shrek 2. The band agreed, and frontman Black Francis and Deal began composing riffs for a song aimed at children. Deal had been experimenting with a chord progression for a while, and since her band The Breeders were then inactive, she decided to donate her new composition to the Pixies.
The Pixies chose Deal's riff, as it was a "poppier, more kid-friendly thing," and Francis agreed to let her sing lead vocals and write the new song; significantly, Francis is relegated to backing vocals on the track. Francis' move was meant to warm the previously cold relations between the two—in the previous two Pixies studio albums, Bossanova (1990) and Trompe le Monde (1991), Francis, the band's principal songwriter, had not let Deal contribute any songs or sing lead vocals. This became one of the reasons for the Pixies' 1993 split. However, the two appeared at the time to have resolved their differences: Francis praised "Bam Thwok," as "a really good song." despite joking in interviews about how he planned to remove as many of her compositions as possible from a hypothetical new album. However, Deal eventually left the band in June 2013, before the release of the band's next album, Indie Cindy. | What is the name of the person that donated her new compostion to the Pixies? |
task001_quoref_question_generation | task001-93e8846768ae4b73855d021699cbdc24 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Following their 2004 reunion, the Pixies felt that recording a new song would "break the ice" between band members after their acrimonious split in 1993. As the band were announcing dates for their reunion world tour, DreamWorks contacted manager Ken Goes to enquire whether they would be interested in recording a song for the title sequence of Shrek 2. The band agreed, and frontman Black Francis and Deal began composing riffs for a song aimed at children. Deal had been experimenting with a chord progression for a while, and since her band The Breeders were then inactive, she decided to donate her new composition to the Pixies.
The Pixies chose Deal's riff, as it was a "poppier, more kid-friendly thing," and Francis agreed to let her sing lead vocals and write the new song; significantly, Francis is relegated to backing vocals on the track. Francis' move was meant to warm the previously cold relations between the two—in the previous two Pixies studio albums, Bossanova (1990) and Trompe le Monde (1991), Francis, the band's principal songwriter, had not let Deal contribute any songs or sing lead vocals. This became one of the reasons for the Pixies' 1993 split. However, the two appeared at the time to have resolved their differences: Francis praised "Bam Thwok," as "a really good song." despite joking in interviews about how he planned to remove as many of her compositions as possible from a hypothetical new album. However, Deal eventually left the band in June 2013, before the release of the band's next album, Indie Cindy. | What is the name of the person that sang lead vocals and wrote the song for Shrek 2? |
task001_quoref_question_generation | task001-93e8846768ae4b73855d021699cbdc24 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Following their 2004 reunion, the Pixies felt that recording a new song would "break the ice" between band members after their acrimonious split in 1993. As the band were announcing dates for their reunion world tour, DreamWorks contacted manager Ken Goes to enquire whether they would be interested in recording a song for the title sequence of Shrek 2. The band agreed, and frontman Black Francis and Deal began composing riffs for a song aimed at children. Deal had been experimenting with a chord progression for a while, and since her band The Breeders were then inactive, she decided to donate her new composition to the Pixies.
The Pixies chose Deal's riff, as it was a "poppier, more kid-friendly thing," and Francis agreed to let her sing lead vocals and write the new song; significantly, Francis is relegated to backing vocals on the track. Francis' move was meant to warm the previously cold relations between the two—in the previous two Pixies studio albums, Bossanova (1990) and Trompe le Monde (1991), Francis, the band's principal songwriter, had not let Deal contribute any songs or sing lead vocals. This became one of the reasons for the Pixies' 1993 split. However, the two appeared at the time to have resolved their differences: Francis praised "Bam Thwok," as "a really good song." despite joking in interviews about how he planned to remove as many of her compositions as possible from a hypothetical new album. However, Deal eventually left the band in June 2013, before the release of the band's next album, Indie Cindy. | What is the full name of the person that said they planned to remove as many of her compositions as possible from a hypothetical new album? |
task001_quoref_question_generation | task001-93e8846768ae4b73855d021699cbdc24 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Following their 2004 reunion, the Pixies felt that recording a new song would "break the ice" between band members after their acrimonious split in 1993. As the band were announcing dates for their reunion world tour, DreamWorks contacted manager Ken Goes to enquire whether they would be interested in recording a song for the title sequence of Shrek 2. The band agreed, and frontman Black Francis and Deal began composing riffs for a song aimed at children. Deal had been experimenting with a chord progression for a while, and since her band The Breeders were then inactive, she decided to donate her new composition to the Pixies.
The Pixies chose Deal's riff, as it was a "poppier, more kid-friendly thing," and Francis agreed to let her sing lead vocals and write the new song; significantly, Francis is relegated to backing vocals on the track. Francis' move was meant to warm the previously cold relations between the two—in the previous two Pixies studio albums, Bossanova (1990) and Trompe le Monde (1991), Francis, the band's principal songwriter, had not let Deal contribute any songs or sing lead vocals. This became one of the reasons for the Pixies' 1993 split. However, the two appeared at the time to have resolved their differences: Francis praised "Bam Thwok," as "a really good song." despite joking in interviews about how he planned to remove as many of her compositions as possible from a hypothetical new album. However, Deal eventually left the band in June 2013, before the release of the band's next album, Indie Cindy. | What is the name of the album the Pixies released before Indie Cindy? |
task001_quoref_question_generation | task001-1006e1c6e703497ea2c133c846805d42 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Eons ago, Bor, father of Odin, clashes with the Dark Elf Malekith, who seeks to unleash a weapon known as the Aether on the nine realms. After conquering Malekith's forces, including enhanced warriors called the Kursed, on their home world of Svartalfheim, Bor safeguards the Aether within a stone column. Unknown to Bor, Malekith as well as his lieutenant Algrim and a handful of Dark Elves escape into suspended animation.
In present-day Asgard, Loki stands imprisoned for his war crimes on Earth. Meanwhile, Thor, alongside warriors Fandral, Volstagg, and Sif, repel marauders on Vanaheim, home of their comrade Hogun; it is the final battle in a war to pacify the Nine Realms following the reconstruction of the Bifröst, the "Rainbow Bridge" between realms, which had been destroyed two years earlier. The Asgardians soon learn that the Convergence, a rare alignment of the Nine Realms, is imminent; as the event approaches, portals linking the worlds appear at random.
In London, astrophysicist Dr. Jane Foster and her intern Darcy Lewis travel to an abandoned factory where such portals have appeared, disrupting the laws of physics around them. Separating from the group, Foster is teleported to another world, where she is infected by the Aether. Heimdall alerts Thor that Foster has moved beyond his near all-seeing vision, leading Thor to Earth. When Thor finds Foster, she inadvertently releases an unearthly force, and Thor returns with her to Asgard. Odin, recognizing the Aether, warns that the Aether will not only kill Foster but that its return heralds a catastrophic prophecy. | Whose father fails to realize Malekith has escaped? |
task001_quoref_question_generation | task001-1006e1c6e703497ea2c133c846805d42 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Eons ago, Bor, father of Odin, clashes with the Dark Elf Malekith, who seeks to unleash a weapon known as the Aether on the nine realms. After conquering Malekith's forces, including enhanced warriors called the Kursed, on their home world of Svartalfheim, Bor safeguards the Aether within a stone column. Unknown to Bor, Malekith as well as his lieutenant Algrim and a handful of Dark Elves escape into suspended animation.
In present-day Asgard, Loki stands imprisoned for his war crimes on Earth. Meanwhile, Thor, alongside warriors Fandral, Volstagg, and Sif, repel marauders on Vanaheim, home of their comrade Hogun; it is the final battle in a war to pacify the Nine Realms following the reconstruction of the Bifröst, the "Rainbow Bridge" between realms, which had been destroyed two years earlier. The Asgardians soon learn that the Convergence, a rare alignment of the Nine Realms, is imminent; as the event approaches, portals linking the worlds appear at random.
In London, astrophysicist Dr. Jane Foster and her intern Darcy Lewis travel to an abandoned factory where such portals have appeared, disrupting the laws of physics around them. Separating from the group, Foster is teleported to another world, where she is infected by the Aether. Heimdall alerts Thor that Foster has moved beyond his near all-seeing vision, leading Thor to Earth. When Thor finds Foster, she inadvertently releases an unearthly force, and Thor returns with her to Asgard. Odin, recognizing the Aether, warns that the Aether will not only kill Foster but that its return heralds a catastrophic prophecy. | What's the Asgard word for what connects the nine realms? |
task001_quoref_question_generation | task001-1006e1c6e703497ea2c133c846805d42 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Eons ago, Bor, father of Odin, clashes with the Dark Elf Malekith, who seeks to unleash a weapon known as the Aether on the nine realms. After conquering Malekith's forces, including enhanced warriors called the Kursed, on their home world of Svartalfheim, Bor safeguards the Aether within a stone column. Unknown to Bor, Malekith as well as his lieutenant Algrim and a handful of Dark Elves escape into suspended animation.
In present-day Asgard, Loki stands imprisoned for his war crimes on Earth. Meanwhile, Thor, alongside warriors Fandral, Volstagg, and Sif, repel marauders on Vanaheim, home of their comrade Hogun; it is the final battle in a war to pacify the Nine Realms following the reconstruction of the Bifröst, the "Rainbow Bridge" between realms, which had been destroyed two years earlier. The Asgardians soon learn that the Convergence, a rare alignment of the Nine Realms, is imminent; as the event approaches, portals linking the worlds appear at random.
In London, astrophysicist Dr. Jane Foster and her intern Darcy Lewis travel to an abandoned factory where such portals have appeared, disrupting the laws of physics around them. Separating from the group, Foster is teleported to another world, where she is infected by the Aether. Heimdall alerts Thor that Foster has moved beyond his near all-seeing vision, leading Thor to Earth. When Thor finds Foster, she inadvertently releases an unearthly force, and Thor returns with her to Asgard. Odin, recognizing the Aether, warns that the Aether will not only kill Foster but that its return heralds a catastrophic prophecy. | Who initially safeguarded what later infects Jane Foster? |
task001_quoref_question_generation | task001-c073f2bd80f3483b9cacfc5dd66fbad6 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Safecracker Dom Hemingway is released after spending 12 years in prison and seeks payment for refusing to rat out his boss Ivan Fontaine. He reunites with his best friend Dickie and they travel to Fontaine's villa in the French countryside. Dom flirts with Fontaine's Romanian girlfriend Paolina and becomes angry that he spent 12 years in jail for Fontaine. He begins to mock Fontaine and storms out. At dinner, he apologises and Fontaine presents Dom with £750,000.
They spend the night partying with two girls, one of whom, Melody strikes up a conversation with Dom. When the group go driving in Fontaine's car, they crash into another car. While unconscious, Dom has a vision of Paolina asking for his money. He wakes up, resuscitates Melody, and finds Fontaine impaled on the car's fender. Melody tells Dom that, because he saved her, he shall gain good luck when he least expects it.
Dom and Dickie head back to the mansion, where they find Paolina has taken Dom's money, but they see her leaving in a car. Dom runs through the forest and into the road, where he is almost hit by Paolina. She asks him if she strikes him as a woman who wants to be poor, and drives away. | What is the the full name of the person that Paolina takes their money? |
task001_quoref_question_generation | task001-c073f2bd80f3483b9cacfc5dd66fbad6 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Safecracker Dom Hemingway is released after spending 12 years in prison and seeks payment for refusing to rat out his boss Ivan Fontaine. He reunites with his best friend Dickie and they travel to Fontaine's villa in the French countryside. Dom flirts with Fontaine's Romanian girlfriend Paolina and becomes angry that he spent 12 years in jail for Fontaine. He begins to mock Fontaine and storms out. At dinner, he apologises and Fontaine presents Dom with £750,000.
They spend the night partying with two girls, one of whom, Melody strikes up a conversation with Dom. When the group go driving in Fontaine's car, they crash into another car. While unconscious, Dom has a vision of Paolina asking for his money. He wakes up, resuscitates Melody, and finds Fontaine impaled on the car's fender. Melody tells Dom that, because he saved her, he shall gain good luck when he least expects it.
Dom and Dickie head back to the mansion, where they find Paolina has taken Dom's money, but they see her leaving in a car. Dom runs through the forest and into the road, where he is almost hit by Paolina. She asks him if she strikes him as a woman who wants to be poor, and drives away. | Who does Dom save after the car crash? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the first name of the first child of Francis and Martha Sharpe? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the first name of the person whose father was a peripatetic music teacher and organist at Knutsford parish church? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the first name of the person whose father came from Stamford in Lincolnshire? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the first name of the person whose wife was on the staff of Belvedere House, an academy for young ladies? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the first name of the person who was an organist at Knutsford parish church? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the last name of the person during whose childhood in Knutsford he played with Elizabeth Stevenson? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What are the first names of the two individuals by whom Edmund was initially educated? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the full name of the person who was attending a school in Knutsford by 1818? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the full name of the person who was a boarder at a school near Runcorn, and later at Burney's Academy in Greenwich? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the first name of the person who resumed her teaching career in Lancaster after Francis' death? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the last name of the person who became head boy at Burney's Academy? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the first name of the person who moved to Sedbergh School in 1827, where he remained for two years? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the full name of the person who entered St John's College, Cambridge as a Lupton scholar in November 1829? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the full name of the person who was awarded a Worts Travelling Bachelorship by the University of Cambridge? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the first name of the person whose friend from Lancaster at Trinity College was a Professor of Mineralogy? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the first name of the person whose father was a peripatetic music teacher? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the first name of the person whose childhood was spent in Knutsford? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the first name of the person who was attending school in Knutsford by 1818? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the first name of the person who was a border at a school near Runcorn in 1820? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the first name of the person who moved to Sedbergh School in August 1827? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the first name of the person who remained at Sedbergh School for two years? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the first name of the person who entered St. John's College, Cambridge in 1829? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the first name of the person who was awarded a Worts Traveling Bachelorship by the University of Cambridge? |
task001_quoref_question_generation | task001-9241bede434340b88b2d3cbf628f20dc | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Edmund Sharpe was born on 31 October 1809 at Brook Cottage, Brook Street in Knutsford, Cheshire, the first child of Francis and Martha Sharpe. His father, a peripatetic music teacher and organist at Knutsford parish church, came from Stamford in Lincolnshire. At the time of marriage his wife, Martha Whittaker, was on the staff of an academy for young ladies, Belvedere House, in Bath, Somerset. During his childhood in Knutsford, the young Edmund played with Elizabeth Stevenson, the future Mrs Gaskell. In 1812 the Sharpe family moved across town from Over Knutsford to a farm in Nether Knutsford called Heathside, when Francis Sharpe then worked as both farmer and music teacher. Edmund was initially educated by his parents, but by 1818 he was attending a school in Knutsford. Two years later he was a boarder at a school near Runcorn, and in 1821 at Burney's Academy in Greenwich. Edmund's father died suddenly in November 1823, aged 48, and his mother moved to Lancaster with her family, where she later resumed her teaching career.Edmund continued his education at Burney's Academy, and became head boy. In August 1827 he moved to Sedbergh School (then in the West Riding of Yorkshire, now in Cumbria), where he remained for two years. In November 1829 he entered St John's College, Cambridge as a Lupton scholar. At the end of his course in 1832 he was awarded a Worts Travelling Bachelorship by the University of Cambridge, which enabled him to travel abroad for three years' study. At this time his friend from Lancaster at Trinity College, William Whewell, was Professor of Mineralogy. John Hughes, Edmund Sharpe's biographer, is of the opinion that Whewell was influential in gaining this award for Sharpe. Edmund graduated BA in 1833, and was admitted to the degree of MA in 1836. During his time abroad he travelled in Germany and southern France, studying Romanesque and early Gothic architecture. He had intended to travel further into northern France, but his tour was curtailed in Paris owing to "fatigue and illness". Edmund returned home to Lancaster late in 1835, having by then decided to become an architect. In December he wrote a letter to William Whewell saying that he had "finally determined to adopt the Profession of Architecture". Some sources state that Sharpe was articled to the architect Thomas Rickman. Sharpe did visit Rickman for a few days in 1832 and corresponded with him later. He may have been "acting as a research assistant" while on the Continent, but Hughes states "there is no evidence to suggest that Sharpe spent more time with Rickman, or served any kind of formal apprenticeship with him". | What is the first name of the person who traveled abroad for three years' study? |
task001_quoref_question_generation | task001-6b79a90e2c734fdea819de62d69cfb41 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: On an ocean liner sailing from the Orient to San Francisco, Mei Lei Ming gives fellow passenger Nita Kenton a reading. When Nita's boyfriend, importer Phillip Corey, scoffs at her predictions, she informs him that he himself will die within 48 hours.
Corey is later found dead in his San Francisco shop, an apparent suicide. Police Inspector Jim C. Gregg is certain it is a homicide and has Sergeant Kelly bring Mei Lei in for questioning. She convinces him she is innocent and, after demonstrating her astrological powers by telling both skeptical policemen about themselves based solely on their birth dates, proceeds to help them solve the case and two subsequent, related killings. Police forensic scientist Dr. Merton, however, remains firmly scornful of Mei Lei's unscientific methods.
When Corey's Chinese business partner Frederick Gow shows up at the police station, he recognizes Juggler Barrows (an uncredited Sidney Bracey), who has been brought in for questioning about an unrelated crime. He pretends to cough and uses a handkerchief to conceal his face from Barrows as he enters Gregg's office. There, he announces that he wants to recover certain business letters from Corey's safe. Mei Lei becomes suspicious. When the letters Gow wanted are later examined, Mei Lei discovers a coded message that indicates Corey and Gow were involved in drug smuggling. | What's the full name of the person who tell's Nita's boyfriend that he will die? |
task001_quoref_question_generation | task001-6b79a90e2c734fdea819de62d69cfb41 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: On an ocean liner sailing from the Orient to San Francisco, Mei Lei Ming gives fellow passenger Nita Kenton a reading. When Nita's boyfriend, importer Phillip Corey, scoffs at her predictions, she informs him that he himself will die within 48 hours.
Corey is later found dead in his San Francisco shop, an apparent suicide. Police Inspector Jim C. Gregg is certain it is a homicide and has Sergeant Kelly bring Mei Lei in for questioning. She convinces him she is innocent and, after demonstrating her astrological powers by telling both skeptical policemen about themselves based solely on their birth dates, proceeds to help them solve the case and two subsequent, related killings. Police forensic scientist Dr. Merton, however, remains firmly scornful of Mei Lei's unscientific methods.
When Corey's Chinese business partner Frederick Gow shows up at the police station, he recognizes Juggler Barrows (an uncredited Sidney Bracey), who has been brought in for questioning about an unrelated crime. He pretends to cough and uses a handkerchief to conceal his face from Barrows as he enters Gregg's office. There, he announces that he wants to recover certain business letters from Corey's safe. Mei Lei becomes suspicious. When the letters Gow wanted are later examined, Mei Lei discovers a coded message that indicates Corey and Gow were involved in drug smuggling. | Who plays the character that the business partner of Nita's boyfriend is trying not to be seen by? |
task001_quoref_question_generation | task001-779ff24faa61492d98c4d057e278ef29 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Julie Cullen is a young divorced parent, on her own for the past four years since her husband abandoned her and their daughter, Ellen, only a year old at the time. At work, Julie, who is white, meets Frank Richards, who is black, and the two strike up a friendship that blossoms into a romance. Their relationship is strained by the racial prejudices of many around them, including Frank's parents, William and Martha, who oppose the pairing. But ultimately Frank and Julie decide to persevere through such difficulties. They marry, and Julie and Ellen move in with Frank and his parents. Ellen's arrival immediately softens Martha's heart, but William remains cool toward Julie, steadfast in his belief that Frank and Julie's marriage is a foolish endeavor. His attitude changes only when Frank and Julie have a son together. When William first holds his new grandson, he loses any remaining animosity and the household becomes a happy one for all.
Eventually, Julie's ex-husband, Joe, returns, seeking to establish a visitation relationship with Ellen. However, when he finds that Julie's and Ellen's new family is black, he finds this unacceptable and petitions the court for legal custody of Ellen. Frank's lawyer tells him that Joe is likely to win. Agreeing with the lawyer's analysis, William advises Frank to take Julie and the children and flee the state. Frank, however, decides to stay and fight the case in court. When Julie appeals to Joe directly, it only angers him, and he even briefly attempts to force himself on Julie physically. When Frank learns what has happened, he is intensely frustrated by his inability to defend his wife by directly confronting Joe, since he knows that if he does, that will be the end of whatever small chance he and Julie have of winning the custody case. | Who is Ellen's father? |
task001_quoref_question_generation | task001-779ff24faa61492d98c4d057e278ef29 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Julie Cullen is a young divorced parent, on her own for the past four years since her husband abandoned her and their daughter, Ellen, only a year old at the time. At work, Julie, who is white, meets Frank Richards, who is black, and the two strike up a friendship that blossoms into a romance. Their relationship is strained by the racial prejudices of many around them, including Frank's parents, William and Martha, who oppose the pairing. But ultimately Frank and Julie decide to persevere through such difficulties. They marry, and Julie and Ellen move in with Frank and his parents. Ellen's arrival immediately softens Martha's heart, but William remains cool toward Julie, steadfast in his belief that Frank and Julie's marriage is a foolish endeavor. His attitude changes only when Frank and Julie have a son together. When William first holds his new grandson, he loses any remaining animosity and the household becomes a happy one for all.
Eventually, Julie's ex-husband, Joe, returns, seeking to establish a visitation relationship with Ellen. However, when he finds that Julie's and Ellen's new family is black, he finds this unacceptable and petitions the court for legal custody of Ellen. Frank's lawyer tells him that Joe is likely to win. Agreeing with the lawyer's analysis, William advises Frank to take Julie and the children and flee the state. Frank, however, decides to stay and fight the case in court. When Julie appeals to Joe directly, it only angers him, and he even briefly attempts to force himself on Julie physically. When Frank learns what has happened, he is intensely frustrated by his inability to defend his wife by directly confronting Joe, since he knows that if he does, that will be the end of whatever small chance he and Julie have of winning the custody case. | What is the name of the man who abandoned Julie and Ellen? |
task001_quoref_question_generation | task001-779ff24faa61492d98c4d057e278ef29 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Julie Cullen is a young divorced parent, on her own for the past four years since her husband abandoned her and their daughter, Ellen, only a year old at the time. At work, Julie, who is white, meets Frank Richards, who is black, and the two strike up a friendship that blossoms into a romance. Their relationship is strained by the racial prejudices of many around them, including Frank's parents, William and Martha, who oppose the pairing. But ultimately Frank and Julie decide to persevere through such difficulties. They marry, and Julie and Ellen move in with Frank and his parents. Ellen's arrival immediately softens Martha's heart, but William remains cool toward Julie, steadfast in his belief that Frank and Julie's marriage is a foolish endeavor. His attitude changes only when Frank and Julie have a son together. When William first holds his new grandson, he loses any remaining animosity and the household becomes a happy one for all.
Eventually, Julie's ex-husband, Joe, returns, seeking to establish a visitation relationship with Ellen. However, when he finds that Julie's and Ellen's new family is black, he finds this unacceptable and petitions the court for legal custody of Ellen. Frank's lawyer tells him that Joe is likely to win. Agreeing with the lawyer's analysis, William advises Frank to take Julie and the children and flee the state. Frank, however, decides to stay and fight the case in court. When Julie appeals to Joe directly, it only angers him, and he even briefly attempts to force himself on Julie physically. When Frank learns what has happened, he is intensely frustrated by his inability to defend his wife by directly confronting Joe, since he knows that if he does, that will be the end of whatever small chance he and Julie have of winning the custody case. | What is the last name of the person who advises Frank and Julie to flee the state? |
task001_quoref_question_generation | task001-779ff24faa61492d98c4d057e278ef29 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Julie Cullen is a young divorced parent, on her own for the past four years since her husband abandoned her and their daughter, Ellen, only a year old at the time. At work, Julie, who is white, meets Frank Richards, who is black, and the two strike up a friendship that blossoms into a romance. Their relationship is strained by the racial prejudices of many around them, including Frank's parents, William and Martha, who oppose the pairing. But ultimately Frank and Julie decide to persevere through such difficulties. They marry, and Julie and Ellen move in with Frank and his parents. Ellen's arrival immediately softens Martha's heart, but William remains cool toward Julie, steadfast in his belief that Frank and Julie's marriage is a foolish endeavor. His attitude changes only when Frank and Julie have a son together. When William first holds his new grandson, he loses any remaining animosity and the household becomes a happy one for all.
Eventually, Julie's ex-husband, Joe, returns, seeking to establish a visitation relationship with Ellen. However, when he finds that Julie's and Ellen's new family is black, he finds this unacceptable and petitions the court for legal custody of Ellen. Frank's lawyer tells him that Joe is likely to win. Agreeing with the lawyer's analysis, William advises Frank to take Julie and the children and flee the state. Frank, however, decides to stay and fight the case in court. When Julie appeals to Joe directly, it only angers him, and he even briefly attempts to force himself on Julie physically. When Frank learns what has happened, he is intensely frustrated by his inability to defend his wife by directly confronting Joe, since he knows that if he does, that will be the end of whatever small chance he and Julie have of winning the custody case. | What is Julie's last name after she remarries? |
task001_quoref_question_generation | task001-a007adac65ac4cbe8b06778191660ade | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: At the turn of the 17th century, Monteverdi found himself the target of musical controversy. The influential Bolognese theorist Giovanni Maria Artusi attacked Monteverdi's music (without naming the composer) in his work L'Artusi, overo Delle imperfettioni della moderna musica (Artusi, or On the imperfections of modern music) of 1600, followed by a sequel in 1603. Artusi cited extracts from Monteverdi's works not yet published (they later formed parts of his fourth and fifth books of madrigals of 1603 and 1605), condemning their use of harmony and their innovations in use of musical modes, compared to orthodox polyphonic practice of the sixteenth century. Artusi attempted to correspond with Monteverdi on these issues; the composer refused to respond, but found a champion in a pseudonymous supporter, "L'Ottuso Academico" ("The Obtuse Academic"). Eventually Monteverdi replied in the preface to the fifth book of madrigals that his duties at court prevented him from a detailed reply; but in a note to "the studious reader", he claimed that he would shortly publish a response, Seconda Pratica, overo Perfettione della Moderna Musica (The Second Style, or Perfection of Modern Music). This work never appeared, but a later publication by Claudio's brother Giulio Cesare made it clear that the seconda pratica which Monteverdi defended was not seen by him as radical change or his own invention, but was an evolution from previous styles (prima pratica) which was complementary to them.This debate seems in any case to have raised the composer's profile, leading to reprints of his earlier books of madrigals. Some of his madrigals were published in Copenhagen in 1605 and 1606, and the poet Tommaso Stigliani published a eulogy of him in his 1605 poem "O sirene de' fiumi". The composer of madrigal comedies and theorist Adriano Banchieri wrote in 1609: "I must not neglect to mention the most noble of composers, Monteverdi ... his expressive qualities are truly deserving of the highest commendation, and we find in them countless examples of matchless declamation ... enhanced by comparable harmonies." The modern music historian Massimo Ossi has placed the Artusi issue in the context of Monteverdi's artistic development: "If the controversy seems to define Monteverdi's historical position, it also seems to have been about stylistic developments that by 1600 Monteverdi had already outgrown".The non-appearance of Monteverdi's promised explanatory treatise may have been a deliberate ploy, since by 1608, by Monteverdi's reckoning, Artusi had become fully reconciled to modern trends in music, and the seconda pratica was by then well established; Monteverdi had no need to revisit the issue. On the other hand, letters to Giovanni Battista Doni of 1632 show that Monteverdi was still preparing a defence of the seconda practica, in a treatise entitled Melodia; he may still have been working on this at the time of his death ten years later. | What is the name of the person that never published a response, Seconda Pratica? |
task001_quoref_question_generation | task001-a007adac65ac4cbe8b06778191660ade | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: At the turn of the 17th century, Monteverdi found himself the target of musical controversy. The influential Bolognese theorist Giovanni Maria Artusi attacked Monteverdi's music (without naming the composer) in his work L'Artusi, overo Delle imperfettioni della moderna musica (Artusi, or On the imperfections of modern music) of 1600, followed by a sequel in 1603. Artusi cited extracts from Monteverdi's works not yet published (they later formed parts of his fourth and fifth books of madrigals of 1603 and 1605), condemning their use of harmony and their innovations in use of musical modes, compared to orthodox polyphonic practice of the sixteenth century. Artusi attempted to correspond with Monteverdi on these issues; the composer refused to respond, but found a champion in a pseudonymous supporter, "L'Ottuso Academico" ("The Obtuse Academic"). Eventually Monteverdi replied in the preface to the fifth book of madrigals that his duties at court prevented him from a detailed reply; but in a note to "the studious reader", he claimed that he would shortly publish a response, Seconda Pratica, overo Perfettione della Moderna Musica (The Second Style, or Perfection of Modern Music). This work never appeared, but a later publication by Claudio's brother Giulio Cesare made it clear that the seconda pratica which Monteverdi defended was not seen by him as radical change or his own invention, but was an evolution from previous styles (prima pratica) which was complementary to them.This debate seems in any case to have raised the composer's profile, leading to reprints of his earlier books of madrigals. Some of his madrigals were published in Copenhagen in 1605 and 1606, and the poet Tommaso Stigliani published a eulogy of him in his 1605 poem "O sirene de' fiumi". The composer of madrigal comedies and theorist Adriano Banchieri wrote in 1609: "I must not neglect to mention the most noble of composers, Monteverdi ... his expressive qualities are truly deserving of the highest commendation, and we find in them countless examples of matchless declamation ... enhanced by comparable harmonies." The modern music historian Massimo Ossi has placed the Artusi issue in the context of Monteverdi's artistic development: "If the controversy seems to define Monteverdi's historical position, it also seems to have been about stylistic developments that by 1600 Monteverdi had already outgrown".The non-appearance of Monteverdi's promised explanatory treatise may have been a deliberate ploy, since by 1608, by Monteverdi's reckoning, Artusi had become fully reconciled to modern trends in music, and the seconda pratica was by then well established; Monteverdi had no need to revisit the issue. On the other hand, letters to Giovanni Battista Doni of 1632 show that Monteverdi was still preparing a defence of the seconda practica, in a treatise entitled Melodia; he may still have been working on this at the time of his death ten years later. | What is the last name of the person that saw their work evolve from previous styles? |
task001_quoref_question_generation | task001-a007adac65ac4cbe8b06778191660ade | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: At the turn of the 17th century, Monteverdi found himself the target of musical controversy. The influential Bolognese theorist Giovanni Maria Artusi attacked Monteverdi's music (without naming the composer) in his work L'Artusi, overo Delle imperfettioni della moderna musica (Artusi, or On the imperfections of modern music) of 1600, followed by a sequel in 1603. Artusi cited extracts from Monteverdi's works not yet published (they later formed parts of his fourth and fifth books of madrigals of 1603 and 1605), condemning their use of harmony and their innovations in use of musical modes, compared to orthodox polyphonic practice of the sixteenth century. Artusi attempted to correspond with Monteverdi on these issues; the composer refused to respond, but found a champion in a pseudonymous supporter, "L'Ottuso Academico" ("The Obtuse Academic"). Eventually Monteverdi replied in the preface to the fifth book of madrigals that his duties at court prevented him from a detailed reply; but in a note to "the studious reader", he claimed that he would shortly publish a response, Seconda Pratica, overo Perfettione della Moderna Musica (The Second Style, or Perfection of Modern Music). This work never appeared, but a later publication by Claudio's brother Giulio Cesare made it clear that the seconda pratica which Monteverdi defended was not seen by him as radical change or his own invention, but was an evolution from previous styles (prima pratica) which was complementary to them.This debate seems in any case to have raised the composer's profile, leading to reprints of his earlier books of madrigals. Some of his madrigals were published in Copenhagen in 1605 and 1606, and the poet Tommaso Stigliani published a eulogy of him in his 1605 poem "O sirene de' fiumi". The composer of madrigal comedies and theorist Adriano Banchieri wrote in 1609: "I must not neglect to mention the most noble of composers, Monteverdi ... his expressive qualities are truly deserving of the highest commendation, and we find in them countless examples of matchless declamation ... enhanced by comparable harmonies." The modern music historian Massimo Ossi has placed the Artusi issue in the context of Monteverdi's artistic development: "If the controversy seems to define Monteverdi's historical position, it also seems to have been about stylistic developments that by 1600 Monteverdi had already outgrown".The non-appearance of Monteverdi's promised explanatory treatise may have been a deliberate ploy, since by 1608, by Monteverdi's reckoning, Artusi had become fully reconciled to modern trends in music, and the seconda pratica was by then well established; Monteverdi had no need to revisit the issue. On the other hand, letters to Giovanni Battista Doni of 1632 show that Monteverdi was still preparing a defence of the seconda practica, in a treatise entitled Melodia; he may still have been working on this at the time of his death ten years later. | What is the last name of the person that released the fourth and fifth books of madrigals of 1603 and 1605? |
task001_quoref_question_generation | task001-a007adac65ac4cbe8b06778191660ade | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: At the turn of the 17th century, Monteverdi found himself the target of musical controversy. The influential Bolognese theorist Giovanni Maria Artusi attacked Monteverdi's music (without naming the composer) in his work L'Artusi, overo Delle imperfettioni della moderna musica (Artusi, or On the imperfections of modern music) of 1600, followed by a sequel in 1603. Artusi cited extracts from Monteverdi's works not yet published (they later formed parts of his fourth and fifth books of madrigals of 1603 and 1605), condemning their use of harmony and their innovations in use of musical modes, compared to orthodox polyphonic practice of the sixteenth century. Artusi attempted to correspond with Monteverdi on these issues; the composer refused to respond, but found a champion in a pseudonymous supporter, "L'Ottuso Academico" ("The Obtuse Academic"). Eventually Monteverdi replied in the preface to the fifth book of madrigals that his duties at court prevented him from a detailed reply; but in a note to "the studious reader", he claimed that he would shortly publish a response, Seconda Pratica, overo Perfettione della Moderna Musica (The Second Style, or Perfection of Modern Music). This work never appeared, but a later publication by Claudio's brother Giulio Cesare made it clear that the seconda pratica which Monteverdi defended was not seen by him as radical change or his own invention, but was an evolution from previous styles (prima pratica) which was complementary to them.This debate seems in any case to have raised the composer's profile, leading to reprints of his earlier books of madrigals. Some of his madrigals were published in Copenhagen in 1605 and 1606, and the poet Tommaso Stigliani published a eulogy of him in his 1605 poem "O sirene de' fiumi". The composer of madrigal comedies and theorist Adriano Banchieri wrote in 1609: "I must not neglect to mention the most noble of composers, Monteverdi ... his expressive qualities are truly deserving of the highest commendation, and we find in them countless examples of matchless declamation ... enhanced by comparable harmonies." The modern music historian Massimo Ossi has placed the Artusi issue in the context of Monteverdi's artistic development: "If the controversy seems to define Monteverdi's historical position, it also seems to have been about stylistic developments that by 1600 Monteverdi had already outgrown".The non-appearance of Monteverdi's promised explanatory treatise may have been a deliberate ploy, since by 1608, by Monteverdi's reckoning, Artusi had become fully reconciled to modern trends in music, and the seconda pratica was by then well established; Monteverdi had no need to revisit the issue. On the other hand, letters to Giovanni Battista Doni of 1632 show that Monteverdi was still preparing a defence of the seconda practica, in a treatise entitled Melodia; he may still have been working on this at the time of his death ten years later. | In what city did Monteverdi have some of his madrigals published? |
task001_quoref_question_generation | task001-a007adac65ac4cbe8b06778191660ade | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: At the turn of the 17th century, Monteverdi found himself the target of musical controversy. The influential Bolognese theorist Giovanni Maria Artusi attacked Monteverdi's music (without naming the composer) in his work L'Artusi, overo Delle imperfettioni della moderna musica (Artusi, or On the imperfections of modern music) of 1600, followed by a sequel in 1603. Artusi cited extracts from Monteverdi's works not yet published (they later formed parts of his fourth and fifth books of madrigals of 1603 and 1605), condemning their use of harmony and their innovations in use of musical modes, compared to orthodox polyphonic practice of the sixteenth century. Artusi attempted to correspond with Monteverdi on these issues; the composer refused to respond, but found a champion in a pseudonymous supporter, "L'Ottuso Academico" ("The Obtuse Academic"). Eventually Monteverdi replied in the preface to the fifth book of madrigals that his duties at court prevented him from a detailed reply; but in a note to "the studious reader", he claimed that he would shortly publish a response, Seconda Pratica, overo Perfettione della Moderna Musica (The Second Style, or Perfection of Modern Music). This work never appeared, but a later publication by Claudio's brother Giulio Cesare made it clear that the seconda pratica which Monteverdi defended was not seen by him as radical change or his own invention, but was an evolution from previous styles (prima pratica) which was complementary to them.This debate seems in any case to have raised the composer's profile, leading to reprints of his earlier books of madrigals. Some of his madrigals were published in Copenhagen in 1605 and 1606, and the poet Tommaso Stigliani published a eulogy of him in his 1605 poem "O sirene de' fiumi". The composer of madrigal comedies and theorist Adriano Banchieri wrote in 1609: "I must not neglect to mention the most noble of composers, Monteverdi ... his expressive qualities are truly deserving of the highest commendation, and we find in them countless examples of matchless declamation ... enhanced by comparable harmonies." The modern music historian Massimo Ossi has placed the Artusi issue in the context of Monteverdi's artistic development: "If the controversy seems to define Monteverdi's historical position, it also seems to have been about stylistic developments that by 1600 Monteverdi had already outgrown".The non-appearance of Monteverdi's promised explanatory treatise may have been a deliberate ploy, since by 1608, by Monteverdi's reckoning, Artusi had become fully reconciled to modern trends in music, and the seconda pratica was by then well established; Monteverdi had no need to revisit the issue. On the other hand, letters to Giovanni Battista Doni of 1632 show that Monteverdi was still preparing a defence of the seconda practica, in a treatise entitled Melodia; he may still have been working on this at the time of his death ten years later. | What is the last name of the person that the poem O sirene de' fiumi was for? |
task001_quoref_question_generation | task001-a007adac65ac4cbe8b06778191660ade | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: At the turn of the 17th century, Monteverdi found himself the target of musical controversy. The influential Bolognese theorist Giovanni Maria Artusi attacked Monteverdi's music (without naming the composer) in his work L'Artusi, overo Delle imperfettioni della moderna musica (Artusi, or On the imperfections of modern music) of 1600, followed by a sequel in 1603. Artusi cited extracts from Monteverdi's works not yet published (they later formed parts of his fourth and fifth books of madrigals of 1603 and 1605), condemning their use of harmony and their innovations in use of musical modes, compared to orthodox polyphonic practice of the sixteenth century. Artusi attempted to correspond with Monteverdi on these issues; the composer refused to respond, but found a champion in a pseudonymous supporter, "L'Ottuso Academico" ("The Obtuse Academic"). Eventually Monteverdi replied in the preface to the fifth book of madrigals that his duties at court prevented him from a detailed reply; but in a note to "the studious reader", he claimed that he would shortly publish a response, Seconda Pratica, overo Perfettione della Moderna Musica (The Second Style, or Perfection of Modern Music). This work never appeared, but a later publication by Claudio's brother Giulio Cesare made it clear that the seconda pratica which Monteverdi defended was not seen by him as radical change or his own invention, but was an evolution from previous styles (prima pratica) which was complementary to them.This debate seems in any case to have raised the composer's profile, leading to reprints of his earlier books of madrigals. Some of his madrigals were published in Copenhagen in 1605 and 1606, and the poet Tommaso Stigliani published a eulogy of him in his 1605 poem "O sirene de' fiumi". The composer of madrigal comedies and theorist Adriano Banchieri wrote in 1609: "I must not neglect to mention the most noble of composers, Monteverdi ... his expressive qualities are truly deserving of the highest commendation, and we find in them countless examples of matchless declamation ... enhanced by comparable harmonies." The modern music historian Massimo Ossi has placed the Artusi issue in the context of Monteverdi's artistic development: "If the controversy seems to define Monteverdi's historical position, it also seems to have been about stylistic developments that by 1600 Monteverdi had already outgrown".The non-appearance of Monteverdi's promised explanatory treatise may have been a deliberate ploy, since by 1608, by Monteverdi's reckoning, Artusi had become fully reconciled to modern trends in music, and the seconda pratica was by then well established; Monteverdi had no need to revisit the issue. On the other hand, letters to Giovanni Battista Doni of 1632 show that Monteverdi was still preparing a defence of the seconda practica, in a treatise entitled Melodia; he may still have been working on this at the time of his death ten years later. | What is the full name of the person that said his expressive qualities are truly deserving of the highest commendation? |
task001_quoref_question_generation | task001-a007adac65ac4cbe8b06778191660ade | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: At the turn of the 17th century, Monteverdi found himself the target of musical controversy. The influential Bolognese theorist Giovanni Maria Artusi attacked Monteverdi's music (without naming the composer) in his work L'Artusi, overo Delle imperfettioni della moderna musica (Artusi, or On the imperfections of modern music) of 1600, followed by a sequel in 1603. Artusi cited extracts from Monteverdi's works not yet published (they later formed parts of his fourth and fifth books of madrigals of 1603 and 1605), condemning their use of harmony and their innovations in use of musical modes, compared to orthodox polyphonic practice of the sixteenth century. Artusi attempted to correspond with Monteverdi on these issues; the composer refused to respond, but found a champion in a pseudonymous supporter, "L'Ottuso Academico" ("The Obtuse Academic"). Eventually Monteverdi replied in the preface to the fifth book of madrigals that his duties at court prevented him from a detailed reply; but in a note to "the studious reader", he claimed that he would shortly publish a response, Seconda Pratica, overo Perfettione della Moderna Musica (The Second Style, or Perfection of Modern Music). This work never appeared, but a later publication by Claudio's brother Giulio Cesare made it clear that the seconda pratica which Monteverdi defended was not seen by him as radical change or his own invention, but was an evolution from previous styles (prima pratica) which was complementary to them.This debate seems in any case to have raised the composer's profile, leading to reprints of his earlier books of madrigals. Some of his madrigals were published in Copenhagen in 1605 and 1606, and the poet Tommaso Stigliani published a eulogy of him in his 1605 poem "O sirene de' fiumi". The composer of madrigal comedies and theorist Adriano Banchieri wrote in 1609: "I must not neglect to mention the most noble of composers, Monteverdi ... his expressive qualities are truly deserving of the highest commendation, and we find in them countless examples of matchless declamation ... enhanced by comparable harmonies." The modern music historian Massimo Ossi has placed the Artusi issue in the context of Monteverdi's artistic development: "If the controversy seems to define Monteverdi's historical position, it also seems to have been about stylistic developments that by 1600 Monteverdi had already outgrown".The non-appearance of Monteverdi's promised explanatory treatise may have been a deliberate ploy, since by 1608, by Monteverdi's reckoning, Artusi had become fully reconciled to modern trends in music, and the seconda pratica was by then well established; Monteverdi had no need to revisit the issue. On the other hand, letters to Giovanni Battista Doni of 1632 show that Monteverdi was still preparing a defence of the seconda practica, in a treatise entitled Melodia; he may still have been working on this at the time of his death ten years later. | What was the full name of the historian that stated Monteverdi had outgrown the stylistic developments by1600? |
task001_quoref_question_generation | task001-a007adac65ac4cbe8b06778191660ade | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: At the turn of the 17th century, Monteverdi found himself the target of musical controversy. The influential Bolognese theorist Giovanni Maria Artusi attacked Monteverdi's music (without naming the composer) in his work L'Artusi, overo Delle imperfettioni della moderna musica (Artusi, or On the imperfections of modern music) of 1600, followed by a sequel in 1603. Artusi cited extracts from Monteverdi's works not yet published (they later formed parts of his fourth and fifth books of madrigals of 1603 and 1605), condemning their use of harmony and their innovations in use of musical modes, compared to orthodox polyphonic practice of the sixteenth century. Artusi attempted to correspond with Monteverdi on these issues; the composer refused to respond, but found a champion in a pseudonymous supporter, "L'Ottuso Academico" ("The Obtuse Academic"). Eventually Monteverdi replied in the preface to the fifth book of madrigals that his duties at court prevented him from a detailed reply; but in a note to "the studious reader", he claimed that he would shortly publish a response, Seconda Pratica, overo Perfettione della Moderna Musica (The Second Style, or Perfection of Modern Music). This work never appeared, but a later publication by Claudio's brother Giulio Cesare made it clear that the seconda pratica which Monteverdi defended was not seen by him as radical change or his own invention, but was an evolution from previous styles (prima pratica) which was complementary to them.This debate seems in any case to have raised the composer's profile, leading to reprints of his earlier books of madrigals. Some of his madrigals were published in Copenhagen in 1605 and 1606, and the poet Tommaso Stigliani published a eulogy of him in his 1605 poem "O sirene de' fiumi". The composer of madrigal comedies and theorist Adriano Banchieri wrote in 1609: "I must not neglect to mention the most noble of composers, Monteverdi ... his expressive qualities are truly deserving of the highest commendation, and we find in them countless examples of matchless declamation ... enhanced by comparable harmonies." The modern music historian Massimo Ossi has placed the Artusi issue in the context of Monteverdi's artistic development: "If the controversy seems to define Monteverdi's historical position, it also seems to have been about stylistic developments that by 1600 Monteverdi had already outgrown".The non-appearance of Monteverdi's promised explanatory treatise may have been a deliberate ploy, since by 1608, by Monteverdi's reckoning, Artusi had become fully reconciled to modern trends in music, and the seconda pratica was by then well established; Monteverdi had no need to revisit the issue. On the other hand, letters to Giovanni Battista Doni of 1632 show that Monteverdi was still preparing a defence of the seconda practica, in a treatise entitled Melodia; he may still have been working on this at the time of his death ten years later. | What was Monteverdi likely working on at his time of death? |
task001_quoref_question_generation | task001-a007adac65ac4cbe8b06778191660ade | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: At the turn of the 17th century, Monteverdi found himself the target of musical controversy. The influential Bolognese theorist Giovanni Maria Artusi attacked Monteverdi's music (without naming the composer) in his work L'Artusi, overo Delle imperfettioni della moderna musica (Artusi, or On the imperfections of modern music) of 1600, followed by a sequel in 1603. Artusi cited extracts from Monteverdi's works not yet published (they later formed parts of his fourth and fifth books of madrigals of 1603 and 1605), condemning their use of harmony and their innovations in use of musical modes, compared to orthodox polyphonic practice of the sixteenth century. Artusi attempted to correspond with Monteverdi on these issues; the composer refused to respond, but found a champion in a pseudonymous supporter, "L'Ottuso Academico" ("The Obtuse Academic"). Eventually Monteverdi replied in the preface to the fifth book of madrigals that his duties at court prevented him from a detailed reply; but in a note to "the studious reader", he claimed that he would shortly publish a response, Seconda Pratica, overo Perfettione della Moderna Musica (The Second Style, or Perfection of Modern Music). This work never appeared, but a later publication by Claudio's brother Giulio Cesare made it clear that the seconda pratica which Monteverdi defended was not seen by him as radical change or his own invention, but was an evolution from previous styles (prima pratica) which was complementary to them.This debate seems in any case to have raised the composer's profile, leading to reprints of his earlier books of madrigals. Some of his madrigals were published in Copenhagen in 1605 and 1606, and the poet Tommaso Stigliani published a eulogy of him in his 1605 poem "O sirene de' fiumi". The composer of madrigal comedies and theorist Adriano Banchieri wrote in 1609: "I must not neglect to mention the most noble of composers, Monteverdi ... his expressive qualities are truly deserving of the highest commendation, and we find in them countless examples of matchless declamation ... enhanced by comparable harmonies." The modern music historian Massimo Ossi has placed the Artusi issue in the context of Monteverdi's artistic development: "If the controversy seems to define Monteverdi's historical position, it also seems to have been about stylistic developments that by 1600 Monteverdi had already outgrown".The non-appearance of Monteverdi's promised explanatory treatise may have been a deliberate ploy, since by 1608, by Monteverdi's reckoning, Artusi had become fully reconciled to modern trends in music, and the seconda pratica was by then well established; Monteverdi had no need to revisit the issue. On the other hand, letters to Giovanni Battista Doni of 1632 show that Monteverdi was still preparing a defence of the seconda practica, in a treatise entitled Melodia; he may still have been working on this at the time of his death ten years later. | What is the first name of the person that received letters in 1632 showing that the man who was a target of musical controversy was still preparing a defence of the seconda practica? |
task001_quoref_question_generation | task001-a9881d59acf44ccd9eb90eca28ef70d7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: With lessons learned from the Sanderson series, Longacre proposed to issue his own set of biographies illustrated with plates of the subjects. He was on the point of launching this project, having invested $1,000 of his own money (equal to $25,097 today) in preparation, when he learned that James Herring of New York City was planning a similar series. In October 1831, he wrote to Herring, and the two men agreed to work together on The American Portrait Gallery (later called the National Portrait Gallery of Distinguished Americans), published in four volumes between 1834 and 1839. Herring was an artist, but much of the work of illustrating fell to Longacre, who traveled widely in the United States to sketch subjects from life. He again sketched Jackson, who was by now president, as well as former president James Madison, both in July 1833. He met many of the political leaders of the day, who were impressed by his portraits. Among these advocates was the former vice president, South Carolina Senator John C. Calhoun. In July 1832, Niles' Register described a Longacre engraving, "one of the finest specimens of American advancement in the art".Longacre had married Eliza Stiles in 1827; between 1828, when their daughter Sarah was born, and 1840, they had three boys and two girls. Sales of the Gallery lagged due to the Panic of 1837; Longacre was forced to declare bankruptcy and travel through the southern and midwestern states, peddling his books from town to town, with his wife and elder daughter managing shipping and finances at home. Later in 1837, he was able to return to Philadelphia and open a banknote engraving firm with partners, Toppan, Draper, Longacre & Co. With great demand for engraving for notes being issued by state banks, the firm prospered, and had offices at 60 Walnut Street in Philadelphia and a branch at 1 Wall Street in New York. According to Snow, Longacre was known as the best engraver in the country. | What is the last name of the person who invested $1,000 of his own money in a biography project? |
task001_quoref_question_generation | task001-a9881d59acf44ccd9eb90eca28ef70d7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: With lessons learned from the Sanderson series, Longacre proposed to issue his own set of biographies illustrated with plates of the subjects. He was on the point of launching this project, having invested $1,000 of his own money (equal to $25,097 today) in preparation, when he learned that James Herring of New York City was planning a similar series. In October 1831, he wrote to Herring, and the two men agreed to work together on The American Portrait Gallery (later called the National Portrait Gallery of Distinguished Americans), published in four volumes between 1834 and 1839. Herring was an artist, but much of the work of illustrating fell to Longacre, who traveled widely in the United States to sketch subjects from life. He again sketched Jackson, who was by now president, as well as former president James Madison, both in July 1833. He met many of the political leaders of the day, who were impressed by his portraits. Among these advocates was the former vice president, South Carolina Senator John C. Calhoun. In July 1832, Niles' Register described a Longacre engraving, "one of the finest specimens of American advancement in the art".Longacre had married Eliza Stiles in 1827; between 1828, when their daughter Sarah was born, and 1840, they had three boys and two girls. Sales of the Gallery lagged due to the Panic of 1837; Longacre was forced to declare bankruptcy and travel through the southern and midwestern states, peddling his books from town to town, with his wife and elder daughter managing shipping and finances at home. Later in 1837, he was able to return to Philadelphia and open a banknote engraving firm with partners, Toppan, Draper, Longacre & Co. With great demand for engraving for notes being issued by state banks, the firm prospered, and had offices at 60 Walnut Street in Philadelphia and a branch at 1 Wall Street in New York. According to Snow, Longacre was known as the best engraver in the country. | Was is the first name of the person Longacre wrote to in October 1831? |
task001_quoref_question_generation | task001-a9881d59acf44ccd9eb90eca28ef70d7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: With lessons learned from the Sanderson series, Longacre proposed to issue his own set of biographies illustrated with plates of the subjects. He was on the point of launching this project, having invested $1,000 of his own money (equal to $25,097 today) in preparation, when he learned that James Herring of New York City was planning a similar series. In October 1831, he wrote to Herring, and the two men agreed to work together on The American Portrait Gallery (later called the National Portrait Gallery of Distinguished Americans), published in four volumes between 1834 and 1839. Herring was an artist, but much of the work of illustrating fell to Longacre, who traveled widely in the United States to sketch subjects from life. He again sketched Jackson, who was by now president, as well as former president James Madison, both in July 1833. He met many of the political leaders of the day, who were impressed by his portraits. Among these advocates was the former vice president, South Carolina Senator John C. Calhoun. In July 1832, Niles' Register described a Longacre engraving, "one of the finest specimens of American advancement in the art".Longacre had married Eliza Stiles in 1827; between 1828, when their daughter Sarah was born, and 1840, they had three boys and two girls. Sales of the Gallery lagged due to the Panic of 1837; Longacre was forced to declare bankruptcy and travel through the southern and midwestern states, peddling his books from town to town, with his wife and elder daughter managing shipping and finances at home. Later in 1837, he was able to return to Philadelphia and open a banknote engraving firm with partners, Toppan, Draper, Longacre & Co. With great demand for engraving for notes being issued by state banks, the firm prospered, and had offices at 60 Walnut Street in Philadelphia and a branch at 1 Wall Street in New York. According to Snow, Longacre was known as the best engraver in the country. | What were the last names of the people who agreed to work together on the The American Portrait Gallery? |
task001_quoref_question_generation | task001-a9881d59acf44ccd9eb90eca28ef70d7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: With lessons learned from the Sanderson series, Longacre proposed to issue his own set of biographies illustrated with plates of the subjects. He was on the point of launching this project, having invested $1,000 of his own money (equal to $25,097 today) in preparation, when he learned that James Herring of New York City was planning a similar series. In October 1831, he wrote to Herring, and the two men agreed to work together on The American Portrait Gallery (later called the National Portrait Gallery of Distinguished Americans), published in four volumes between 1834 and 1839. Herring was an artist, but much of the work of illustrating fell to Longacre, who traveled widely in the United States to sketch subjects from life. He again sketched Jackson, who was by now president, as well as former president James Madison, both in July 1833. He met many of the political leaders of the day, who were impressed by his portraits. Among these advocates was the former vice president, South Carolina Senator John C. Calhoun. In July 1832, Niles' Register described a Longacre engraving, "one of the finest specimens of American advancement in the art".Longacre had married Eliza Stiles in 1827; between 1828, when their daughter Sarah was born, and 1840, they had three boys and two girls. Sales of the Gallery lagged due to the Panic of 1837; Longacre was forced to declare bankruptcy and travel through the southern and midwestern states, peddling his books from town to town, with his wife and elder daughter managing shipping and finances at home. Later in 1837, he was able to return to Philadelphia and open a banknote engraving firm with partners, Toppan, Draper, Longacre & Co. With great demand for engraving for notes being issued by state banks, the firm prospered, and had offices at 60 Walnut Street in Philadelphia and a branch at 1 Wall Street in New York. According to Snow, Longacre was known as the best engraver in the country. | What was the first name of the person who was an artist but left most of the work of illustrating to his partner? |
task001_quoref_question_generation | task001-a9881d59acf44ccd9eb90eca28ef70d7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: With lessons learned from the Sanderson series, Longacre proposed to issue his own set of biographies illustrated with plates of the subjects. He was on the point of launching this project, having invested $1,000 of his own money (equal to $25,097 today) in preparation, when he learned that James Herring of New York City was planning a similar series. In October 1831, he wrote to Herring, and the two men agreed to work together on The American Portrait Gallery (later called the National Portrait Gallery of Distinguished Americans), published in four volumes between 1834 and 1839. Herring was an artist, but much of the work of illustrating fell to Longacre, who traveled widely in the United States to sketch subjects from life. He again sketched Jackson, who was by now president, as well as former president James Madison, both in July 1833. He met many of the political leaders of the day, who were impressed by his portraits. Among these advocates was the former vice president, South Carolina Senator John C. Calhoun. In July 1832, Niles' Register described a Longacre engraving, "one of the finest specimens of American advancement in the art".Longacre had married Eliza Stiles in 1827; between 1828, when their daughter Sarah was born, and 1840, they had three boys and two girls. Sales of the Gallery lagged due to the Panic of 1837; Longacre was forced to declare bankruptcy and travel through the southern and midwestern states, peddling his books from town to town, with his wife and elder daughter managing shipping and finances at home. Later in 1837, he was able to return to Philadelphia and open a banknote engraving firm with partners, Toppan, Draper, Longacre & Co. With great demand for engraving for notes being issued by state banks, the firm prospered, and had offices at 60 Walnut Street in Philadelphia and a branch at 1 Wall Street in New York. According to Snow, Longacre was known as the best engraver in the country. | What was the last name of the person who sketched the president? |
task001_quoref_question_generation | task001-a9881d59acf44ccd9eb90eca28ef70d7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: With lessons learned from the Sanderson series, Longacre proposed to issue his own set of biographies illustrated with plates of the subjects. He was on the point of launching this project, having invested $1,000 of his own money (equal to $25,097 today) in preparation, when he learned that James Herring of New York City was planning a similar series. In October 1831, he wrote to Herring, and the two men agreed to work together on The American Portrait Gallery (later called the National Portrait Gallery of Distinguished Americans), published in four volumes between 1834 and 1839. Herring was an artist, but much of the work of illustrating fell to Longacre, who traveled widely in the United States to sketch subjects from life. He again sketched Jackson, who was by now president, as well as former president James Madison, both in July 1833. He met many of the political leaders of the day, who were impressed by his portraits. Among these advocates was the former vice president, South Carolina Senator John C. Calhoun. In July 1832, Niles' Register described a Longacre engraving, "one of the finest specimens of American advancement in the art".Longacre had married Eliza Stiles in 1827; between 1828, when their daughter Sarah was born, and 1840, they had three boys and two girls. Sales of the Gallery lagged due to the Panic of 1837; Longacre was forced to declare bankruptcy and travel through the southern and midwestern states, peddling his books from town to town, with his wife and elder daughter managing shipping and finances at home. Later in 1837, he was able to return to Philadelphia and open a banknote engraving firm with partners, Toppan, Draper, Longacre & Co. With great demand for engraving for notes being issued by state banks, the firm prospered, and had offices at 60 Walnut Street in Philadelphia and a branch at 1 Wall Street in New York. According to Snow, Longacre was known as the best engraver in the country. | What are the last names of the two presidents that Longacre sketched? |
task001_quoref_question_generation | task001-a9881d59acf44ccd9eb90eca28ef70d7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: With lessons learned from the Sanderson series, Longacre proposed to issue his own set of biographies illustrated with plates of the subjects. He was on the point of launching this project, having invested $1,000 of his own money (equal to $25,097 today) in preparation, when he learned that James Herring of New York City was planning a similar series. In October 1831, he wrote to Herring, and the two men agreed to work together on The American Portrait Gallery (later called the National Portrait Gallery of Distinguished Americans), published in four volumes between 1834 and 1839. Herring was an artist, but much of the work of illustrating fell to Longacre, who traveled widely in the United States to sketch subjects from life. He again sketched Jackson, who was by now president, as well as former president James Madison, both in July 1833. He met many of the political leaders of the day, who were impressed by his portraits. Among these advocates was the former vice president, South Carolina Senator John C. Calhoun. In July 1832, Niles' Register described a Longacre engraving, "one of the finest specimens of American advancement in the art".Longacre had married Eliza Stiles in 1827; between 1828, when their daughter Sarah was born, and 1840, they had three boys and two girls. Sales of the Gallery lagged due to the Panic of 1837; Longacre was forced to declare bankruptcy and travel through the southern and midwestern states, peddling his books from town to town, with his wife and elder daughter managing shipping and finances at home. Later in 1837, he was able to return to Philadelphia and open a banknote engraving firm with partners, Toppan, Draper, Longacre & Co. With great demand for engraving for notes being issued by state banks, the firm prospered, and had offices at 60 Walnut Street in Philadelphia and a branch at 1 Wall Street in New York. According to Snow, Longacre was known as the best engraver in the country. | What is the last name of the person who met many of the political leaders of the day, who were impressed by his portraits? |
task001_quoref_question_generation | task001-a9881d59acf44ccd9eb90eca28ef70d7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: With lessons learned from the Sanderson series, Longacre proposed to issue his own set of biographies illustrated with plates of the subjects. He was on the point of launching this project, having invested $1,000 of his own money (equal to $25,097 today) in preparation, when he learned that James Herring of New York City was planning a similar series. In October 1831, he wrote to Herring, and the two men agreed to work together on The American Portrait Gallery (later called the National Portrait Gallery of Distinguished Americans), published in four volumes between 1834 and 1839. Herring was an artist, but much of the work of illustrating fell to Longacre, who traveled widely in the United States to sketch subjects from life. He again sketched Jackson, who was by now president, as well as former president James Madison, both in July 1833. He met many of the political leaders of the day, who were impressed by his portraits. Among these advocates was the former vice president, South Carolina Senator John C. Calhoun. In July 1832, Niles' Register described a Longacre engraving, "one of the finest specimens of American advancement in the art".Longacre had married Eliza Stiles in 1827; between 1828, when their daughter Sarah was born, and 1840, they had three boys and two girls. Sales of the Gallery lagged due to the Panic of 1837; Longacre was forced to declare bankruptcy and travel through the southern and midwestern states, peddling his books from town to town, with his wife and elder daughter managing shipping and finances at home. Later in 1837, he was able to return to Philadelphia and open a banknote engraving firm with partners, Toppan, Draper, Longacre & Co. With great demand for engraving for notes being issued by state banks, the firm prospered, and had offices at 60 Walnut Street in Philadelphia and a branch at 1 Wall Street in New York. According to Snow, Longacre was known as the best engraver in the country. | What is the last name of the person who was able to return to Philadelphia and open a banknote engraving firm? |
task001_quoref_question_generation | task001-a9881d59acf44ccd9eb90eca28ef70d7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: With lessons learned from the Sanderson series, Longacre proposed to issue his own set of biographies illustrated with plates of the subjects. He was on the point of launching this project, having invested $1,000 of his own money (equal to $25,097 today) in preparation, when he learned that James Herring of New York City was planning a similar series. In October 1831, he wrote to Herring, and the two men agreed to work together on The American Portrait Gallery (later called the National Portrait Gallery of Distinguished Americans), published in four volumes between 1834 and 1839. Herring was an artist, but much of the work of illustrating fell to Longacre, who traveled widely in the United States to sketch subjects from life. He again sketched Jackson, who was by now president, as well as former president James Madison, both in July 1833. He met many of the political leaders of the day, who were impressed by his portraits. Among these advocates was the former vice president, South Carolina Senator John C. Calhoun. In July 1832, Niles' Register described a Longacre engraving, "one of the finest specimens of American advancement in the art".Longacre had married Eliza Stiles in 1827; between 1828, when their daughter Sarah was born, and 1840, they had three boys and two girls. Sales of the Gallery lagged due to the Panic of 1837; Longacre was forced to declare bankruptcy and travel through the southern and midwestern states, peddling his books from town to town, with his wife and elder daughter managing shipping and finances at home. Later in 1837, he was able to return to Philadelphia and open a banknote engraving firm with partners, Toppan, Draper, Longacre & Co. With great demand for engraving for notes being issued by state banks, the firm prospered, and had offices at 60 Walnut Street in Philadelphia and a branch at 1 Wall Street in New York. According to Snow, Longacre was known as the best engraver in the country. | What are the last names of the people who had five children between 1828 and 1840? |
task001_quoref_question_generation | task001-a9881d59acf44ccd9eb90eca28ef70d7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: With lessons learned from the Sanderson series, Longacre proposed to issue his own set of biographies illustrated with plates of the subjects. He was on the point of launching this project, having invested $1,000 of his own money (equal to $25,097 today) in preparation, when he learned that James Herring of New York City was planning a similar series. In October 1831, he wrote to Herring, and the two men agreed to work together on The American Portrait Gallery (later called the National Portrait Gallery of Distinguished Americans), published in four volumes between 1834 and 1839. Herring was an artist, but much of the work of illustrating fell to Longacre, who traveled widely in the United States to sketch subjects from life. He again sketched Jackson, who was by now president, as well as former president James Madison, both in July 1833. He met many of the political leaders of the day, who were impressed by his portraits. Among these advocates was the former vice president, South Carolina Senator John C. Calhoun. In July 1832, Niles' Register described a Longacre engraving, "one of the finest specimens of American advancement in the art".Longacre had married Eliza Stiles in 1827; between 1828, when their daughter Sarah was born, and 1840, they had three boys and two girls. Sales of the Gallery lagged due to the Panic of 1837; Longacre was forced to declare bankruptcy and travel through the southern and midwestern states, peddling his books from town to town, with his wife and elder daughter managing shipping and finances at home. Later in 1837, he was able to return to Philadelphia and open a banknote engraving firm with partners, Toppan, Draper, Longacre & Co. With great demand for engraving for notes being issued by state banks, the firm prospered, and had offices at 60 Walnut Street in Philadelphia and a branch at 1 Wall Street in New York. According to Snow, Longacre was known as the best engraver in the country. | What company prospered, and had offices at 60 Walnut Street in Philadelphia and a branch at 1 Wall Street in New York? |
task001_quoref_question_generation | task001-e8a6e70e87324accbd15b53150615ab7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Mary's (Elle Fanning) seemingly dull Christmas is suddenly filled with excitement and adventure following the arrival of her Uncle Albert, who gives her a Nutcracker as a gift. Later that night, Mary dreams that the Nutcracker – called N.C. – comes to life and takes her on a wondrous journey. They discover that the Nazi-like Rat King has usurped the Nutcracker's kingdom.
When Mary and N.C. go to the top of the Christmas tree, they meet a fairy and, as she begins to sing, N.C. looks at his hand, as it begins to turn human. Worried about this he runs into the sleigh, but leaves his human hand revealed, and Mary sees this. Mary, seeing this, goes to N.C. and rubs his hand as we see that he is in fact a human crying with tears of joy that he is human again. The snow fairy begins to sing and toys appear and begin to ice skate around the tree.
N.C. takes Mary to the top to show her his city. The two come up with a plan to shut down the smoke factory. Suddenly N.C. is starting to turn back in to a doll. Then the tree is shaking and Mary falls off, only to awake to being in her room.
Mary tries to tell her parents about it but they think she is not telling the truth. Later on in the movie N.C appears to have been killed, but Mary's tears and declaration of love restore him to life and transform him into a prince, his true form. The rats are all defeated and overthrown, but now Mary must reluctantly awaken from her dream. Before she is fully awake, N.C. promises that they will meet again. When Mary then goes to Uncle Albert's workshop she meets his new young neighbor, who is the exact image of the Nutcracker Prince and asks to be called N.C. The two become close friends, and the last shot of the film shows them ice skating together. | What is the first name of the person that is given a nutcracker? |
task001_quoref_question_generation | task001-e8a6e70e87324accbd15b53150615ab7 | In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous. | Passage: Mary's (Elle Fanning) seemingly dull Christmas is suddenly filled with excitement and adventure following the arrival of her Uncle Albert, who gives her a Nutcracker as a gift. Later that night, Mary dreams that the Nutcracker – called N.C. – comes to life and takes her on a wondrous journey. They discover that the Nazi-like Rat King has usurped the Nutcracker's kingdom.
When Mary and N.C. go to the top of the Christmas tree, they meet a fairy and, as she begins to sing, N.C. looks at his hand, as it begins to turn human. Worried about this he runs into the sleigh, but leaves his human hand revealed, and Mary sees this. Mary, seeing this, goes to N.C. and rubs his hand as we see that he is in fact a human crying with tears of joy that he is human again. The snow fairy begins to sing and toys appear and begin to ice skate around the tree.
N.C. takes Mary to the top to show her his city. The two come up with a plan to shut down the smoke factory. Suddenly N.C. is starting to turn back in to a doll. Then the tree is shaking and Mary falls off, only to awake to being in her room.
Mary tries to tell her parents about it but they think she is not telling the truth. Later on in the movie N.C appears to have been killed, but Mary's tears and declaration of love restore him to life and transform him into a prince, his true form. The rats are all defeated and overthrown, but now Mary must reluctantly awaken from her dream. Before she is fully awake, N.C. promises that they will meet again. When Mary then goes to Uncle Albert's workshop she meets his new young neighbor, who is the exact image of the Nutcracker Prince and asks to be called N.C. The two become close friends, and the last shot of the film shows them ice skating together. | Who sings at the top of the Christmas tree? |