Datasets:

Muennighoff

/

natural-instructions

like 50

task001_quoref_question_generation

task001-070393d5eaab4ca78a3c122eb7e90411

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 Billings, Montana, a police officer arrives and discovers Woody Grant walking on the shoulder of the roadway. Woody is picked up by his son David, who learns that Woody wants to go to Lincoln, Nebraska, to collect a million dollar sweepstakes prize he believes he has won. When David sees the sweepstakes letter, he knows immediately that it is a mail scam designed to get gullible people to purchase magazine subscriptions. David brings his father home, where his mother Kate becomes increasingly annoyed by Woody's insistence on collecting the money. After Woody is picked up again trying to get to Nebraska, David and his brother Ross discuss putting Woody in a retirement home. David pays a visit with his ex-girlfriend, Noel, who returns his belongings and refuses to move back in with him. Their conversation is cut short by a call from Kate reporting that Woody has taken off once again. David retrieves Woody and decides to drive him all the way to Lincoln, much to Kate's dismay. While in Rapid City, South Dakota, Woody goes on a bender and hits his head while stumbling back to their motel room. David takes him to the hospital to get his head stitched up. David learns that they will be passing through Woody's hometown of Hawthorne, Nebraska, and suggests they spend the night with Woody's family. Woody is against the idea, but they end up going anyway. They stay with Woody's brother Ray, his wife, and their two sons, Cole and Bart. Woody and David visit a mechanic shop Woody once co-owned, followed by some beers at a bar. When David brings up Woody's alcoholism and problems within the family—with Woody implying that he did not love Kate nor really want children—they get into an argument. At another bar, they meet Ed Pegram, whom the family blames for stealing Woody's air compressor decades ago. Over David's objections, Woody mentions winning the money and the barflies toast his good fortune. The next day, they learn that the news has spread through the town like wildfire.

What is Woody Grant's brothers name?

task001_quoref_question_generation

task001-070393d5eaab4ca78a3c122eb7e90411

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 Billings, Montana, a police officer arrives and discovers Woody Grant walking on the shoulder of the roadway. Woody is picked up by his son David, who learns that Woody wants to go to Lincoln, Nebraska, to collect a million dollar sweepstakes prize he believes he has won. When David sees the sweepstakes letter, he knows immediately that it is a mail scam designed to get gullible people to purchase magazine subscriptions. David brings his father home, where his mother Kate becomes increasingly annoyed by Woody's insistence on collecting the money. After Woody is picked up again trying to get to Nebraska, David and his brother Ross discuss putting Woody in a retirement home. David pays a visit with his ex-girlfriend, Noel, who returns his belongings and refuses to move back in with him. Their conversation is cut short by a call from Kate reporting that Woody has taken off once again. David retrieves Woody and decides to drive him all the way to Lincoln, much to Kate's dismay. While in Rapid City, South Dakota, Woody goes on a bender and hits his head while stumbling back to their motel room. David takes him to the hospital to get his head stitched up. David learns that they will be passing through Woody's hometown of Hawthorne, Nebraska, and suggests they spend the night with Woody's family. Woody is against the idea, but they end up going anyway. They stay with Woody's brother Ray, his wife, and their two sons, Cole and Bart. Woody and David visit a mechanic shop Woody once co-owned, followed by some beers at a bar. When David brings up Woody's alcoholism and problems within the family—with Woody implying that he did not love Kate nor really want children—they get into an argument. At another bar, they meet Ed Pegram, whom the family blames for stealing Woody's air compressor decades ago. Over David's objections, Woody mentions winning the money and the barflies toast his good fortune. The next day, they learn that the news has spread through the town like wildfire.

Who thinks they have won a million dollars?

task001_quoref_question_generation

task001-070393d5eaab4ca78a3c122eb7e90411

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 Billings, Montana, a police officer arrives and discovers Woody Grant walking on the shoulder of the roadway. Woody is picked up by his son David, who learns that Woody wants to go to Lincoln, Nebraska, to collect a million dollar sweepstakes prize he believes he has won. When David sees the sweepstakes letter, he knows immediately that it is a mail scam designed to get gullible people to purchase magazine subscriptions. David brings his father home, where his mother Kate becomes increasingly annoyed by Woody's insistence on collecting the money. After Woody is picked up again trying to get to Nebraska, David and his brother Ross discuss putting Woody in a retirement home. David pays a visit with his ex-girlfriend, Noel, who returns his belongings and refuses to move back in with him. Their conversation is cut short by a call from Kate reporting that Woody has taken off once again. David retrieves Woody and decides to drive him all the way to Lincoln, much to Kate's dismay. While in Rapid City, South Dakota, Woody goes on a bender and hits his head while stumbling back to their motel room. David takes him to the hospital to get his head stitched up. David learns that they will be passing through Woody's hometown of Hawthorne, Nebraska, and suggests they spend the night with Woody's family. Woody is against the idea, but they end up going anyway. They stay with Woody's brother Ray, his wife, and their two sons, Cole and Bart. Woody and David visit a mechanic shop Woody once co-owned, followed by some beers at a bar. When David brings up Woody's alcoholism and problems within the family—with Woody implying that he did not love Kate nor really want children—they get into an argument. At another bar, they meet Ed Pegram, whom the family blames for stealing Woody's air compressor decades ago. Over David's objections, Woody mentions winning the money and the barflies toast his good fortune. The next day, they learn that the news has spread through the town like wildfire.

Who is Woody married to?

task001_quoref_question_generation

task001-070393d5eaab4ca78a3c122eb7e90411

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 Billings, Montana, a police officer arrives and discovers Woody Grant walking on the shoulder of the roadway. Woody is picked up by his son David, who learns that Woody wants to go to Lincoln, Nebraska, to collect a million dollar sweepstakes prize he believes he has won. When David sees the sweepstakes letter, he knows immediately that it is a mail scam designed to get gullible people to purchase magazine subscriptions. David brings his father home, where his mother Kate becomes increasingly annoyed by Woody's insistence on collecting the money. After Woody is picked up again trying to get to Nebraska, David and his brother Ross discuss putting Woody in a retirement home. David pays a visit with his ex-girlfriend, Noel, who returns his belongings and refuses to move back in with him. Their conversation is cut short by a call from Kate reporting that Woody has taken off once again. David retrieves Woody and decides to drive him all the way to Lincoln, much to Kate's dismay. While in Rapid City, South Dakota, Woody goes on a bender and hits his head while stumbling back to their motel room. David takes him to the hospital to get his head stitched up. David learns that they will be passing through Woody's hometown of Hawthorne, Nebraska, and suggests they spend the night with Woody's family. Woody is against the idea, but they end up going anyway. They stay with Woody's brother Ray, his wife, and their two sons, Cole and Bart. Woody and David visit a mechanic shop Woody once co-owned, followed by some beers at a bar. When David brings up Woody's alcoholism and problems within the family—with Woody implying that he did not love Kate nor really want children—they get into an argument. At another bar, they meet Ed Pegram, whom the family blames for stealing Woody's air compressor decades ago. Over David's objections, Woody mentions winning the money and the barflies toast his good fortune. The next day, they learn that the news has spread through the town like wildfire.

Who are Woody and Kate's children?

task001_quoref_question_generation

task001-070393d5eaab4ca78a3c122eb7e90411

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 Billings, Montana, a police officer arrives and discovers Woody Grant walking on the shoulder of the roadway. Woody is picked up by his son David, who learns that Woody wants to go to Lincoln, Nebraska, to collect a million dollar sweepstakes prize he believes he has won. When David sees the sweepstakes letter, he knows immediately that it is a mail scam designed to get gullible people to purchase magazine subscriptions. David brings his father home, where his mother Kate becomes increasingly annoyed by Woody's insistence on collecting the money. After Woody is picked up again trying to get to Nebraska, David and his brother Ross discuss putting Woody in a retirement home. David pays a visit with his ex-girlfriend, Noel, who returns his belongings and refuses to move back in with him. Their conversation is cut short by a call from Kate reporting that Woody has taken off once again. David retrieves Woody and decides to drive him all the way to Lincoln, much to Kate's dismay. While in Rapid City, South Dakota, Woody goes on a bender and hits his head while stumbling back to their motel room. David takes him to the hospital to get his head stitched up. David learns that they will be passing through Woody's hometown of Hawthorne, Nebraska, and suggests they spend the night with Woody's family. Woody is against the idea, but they end up going anyway. They stay with Woody's brother Ray, his wife, and their two sons, Cole and Bart. Woody and David visit a mechanic shop Woody once co-owned, followed by some beers at a bar. When David brings up Woody's alcoholism and problems within the family—with Woody implying that he did not love Kate nor really want children—they get into an argument. At another bar, they meet Ed Pegram, whom the family blames for stealing Woody's air compressor decades ago. Over David's objections, Woody mentions winning the money and the barflies toast his good fortune. The next day, they learn that the news has spread through the town like wildfire.

Whose conversation is cut short by a phone call from Kate?

task001_quoref_question_generation

task001-070393d5eaab4ca78a3c122eb7e90411

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 Billings, Montana, a police officer arrives and discovers Woody Grant walking on the shoulder of the roadway. Woody is picked up by his son David, who learns that Woody wants to go to Lincoln, Nebraska, to collect a million dollar sweepstakes prize he believes he has won. When David sees the sweepstakes letter, he knows immediately that it is a mail scam designed to get gullible people to purchase magazine subscriptions. David brings his father home, where his mother Kate becomes increasingly annoyed by Woody's insistence on collecting the money. After Woody is picked up again trying to get to Nebraska, David and his brother Ross discuss putting Woody in a retirement home. David pays a visit with his ex-girlfriend, Noel, who returns his belongings and refuses to move back in with him. Their conversation is cut short by a call from Kate reporting that Woody has taken off once again. David retrieves Woody and decides to drive him all the way to Lincoln, much to Kate's dismay. While in Rapid City, South Dakota, Woody goes on a bender and hits his head while stumbling back to their motel room. David takes him to the hospital to get his head stitched up. David learns that they will be passing through Woody's hometown of Hawthorne, Nebraska, and suggests they spend the night with Woody's family. Woody is against the idea, but they end up going anyway. They stay with Woody's brother Ray, his wife, and their two sons, Cole and Bart. Woody and David visit a mechanic shop Woody once co-owned, followed by some beers at a bar. When David brings up Woody's alcoholism and problems within the family—with Woody implying that he did not love Kate nor really want children—they get into an argument. At another bar, they meet Ed Pegram, whom the family blames for stealing Woody's air compressor decades ago. Over David's objections, Woody mentions winning the money and the barflies toast his good fortune. The next day, they learn that the news has spread through the town like wildfire.

Who share a motel room in South Dakota?

task001_quoref_question_generation

task001-070393d5eaab4ca78a3c122eb7e90411

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 Billings, Montana, a police officer arrives and discovers Woody Grant walking on the shoulder of the roadway. Woody is picked up by his son David, who learns that Woody wants to go to Lincoln, Nebraska, to collect a million dollar sweepstakes prize he believes he has won. When David sees the sweepstakes letter, he knows immediately that it is a mail scam designed to get gullible people to purchase magazine subscriptions. David brings his father home, where his mother Kate becomes increasingly annoyed by Woody's insistence on collecting the money. After Woody is picked up again trying to get to Nebraska, David and his brother Ross discuss putting Woody in a retirement home. David pays a visit with his ex-girlfriend, Noel, who returns his belongings and refuses to move back in with him. Their conversation is cut short by a call from Kate reporting that Woody has taken off once again. David retrieves Woody and decides to drive him all the way to Lincoln, much to Kate's dismay. While in Rapid City, South Dakota, Woody goes on a bender and hits his head while stumbling back to their motel room. David takes him to the hospital to get his head stitched up. David learns that they will be passing through Woody's hometown of Hawthorne, Nebraska, and suggests they spend the night with Woody's family. Woody is against the idea, but they end up going anyway. They stay with Woody's brother Ray, his wife, and their two sons, Cole and Bart. Woody and David visit a mechanic shop Woody once co-owned, followed by some beers at a bar. When David brings up Woody's alcoholism and problems within the family—with Woody implying that he did not love Kate nor really want children—they get into an argument. At another bar, they meet Ed Pegram, whom the family blames for stealing Woody's air compressor decades ago. Over David's objections, Woody mentions winning the money and the barflies toast his good fortune. The next day, they learn that the news has spread through the town like wildfire.

Who gets stitches on his head in the hospital?

task001_quoref_question_generation

task001-070393d5eaab4ca78a3c122eb7e90411

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 Billings, Montana, a police officer arrives and discovers Woody Grant walking on the shoulder of the roadway. Woody is picked up by his son David, who learns that Woody wants to go to Lincoln, Nebraska, to collect a million dollar sweepstakes prize he believes he has won. When David sees the sweepstakes letter, he knows immediately that it is a mail scam designed to get gullible people to purchase magazine subscriptions. David brings his father home, where his mother Kate becomes increasingly annoyed by Woody's insistence on collecting the money. After Woody is picked up again trying to get to Nebraska, David and his brother Ross discuss putting Woody in a retirement home. David pays a visit with his ex-girlfriend, Noel, who returns his belongings and refuses to move back in with him. Their conversation is cut short by a call from Kate reporting that Woody has taken off once again. David retrieves Woody and decides to drive him all the way to Lincoln, much to Kate's dismay. While in Rapid City, South Dakota, Woody goes on a bender and hits his head while stumbling back to their motel room. David takes him to the hospital to get his head stitched up. David learns that they will be passing through Woody's hometown of Hawthorne, Nebraska, and suggests they spend the night with Woody's family. Woody is against the idea, but they end up going anyway. They stay with Woody's brother Ray, his wife, and their two sons, Cole and Bart. Woody and David visit a mechanic shop Woody once co-owned, followed by some beers at a bar. When David brings up Woody's alcoholism and problems within the family—with Woody implying that he did not love Kate nor really want children—they get into an argument. At another bar, they meet Ed Pegram, whom the family blames for stealing Woody's air compressor decades ago. Over David's objections, Woody mentions winning the money and the barflies toast his good fortune. The next day, they learn that the news has spread through the town like wildfire.

Who stays with Ray on their visit to town?

task001_quoref_question_generation

task001-c2185f95bb7b4f4d8a701f872956400a

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1917, Stan and Ollie are drafted into the American Expeditionary Force to fight in World War I. Their ineptitude during basic training antagonizes the drill sergeant and they are assigned to kitchen duties. They misunderstand the cook's instructions and empty the garbage cans into the general's private dining room. The cook, who is thrown in the stockade with them, curses their "snitching" and threatens them with violence after they are released. They escape his wrath when they are shipped to the trenches in France. Serving close to the front line, they befriend soldier Eddie Smith, who receives a Dear John letter from his wife. When Eddie is killed in action, the boys determine to rescue Eddie's daughter from her brutal foster father and deliver her to Eddie's parents. They distinguish themselves in combat by losing control of a tank and accidentally forcing a German platoon into the open. After the Armistice, Stan and Ollie venture to New York City to retrieve the girl and look for Eddie's parents. Using the city telephone directory, the task proves both monumental and problematic as the boys blindly attempt to visit each Smith until they find the grandparents. After taking punches from an annoyed prizefighter and disrupting a society wedding, they resort to telephoning first. While operating their lunch wagon, the boys are approached by an unpleasant civil servant who demands Eddie's child so that she can be placed in an orphanage. The boys refuse, and the man says he will return with the police to have the boys arrested. They try to secure a loan with their lunch wagon to finance their escape to another city, but the banker smirks that he'd have to be unconscious to make such a deal. While laughing, he topples a bust onto his own head and knocks himself out. Taking this as approval, the boys take what they need from the bank vault.

What are the names of the people shipped to France?

task001_quoref_question_generation

task001-c2185f95bb7b4f4d8a701f872956400a

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1917, Stan and Ollie are drafted into the American Expeditionary Force to fight in World War I. Their ineptitude during basic training antagonizes the drill sergeant and they are assigned to kitchen duties. They misunderstand the cook's instructions and empty the garbage cans into the general's private dining room. The cook, who is thrown in the stockade with them, curses their "snitching" and threatens them with violence after they are released. They escape his wrath when they are shipped to the trenches in France. Serving close to the front line, they befriend soldier Eddie Smith, who receives a Dear John letter from his wife. When Eddie is killed in action, the boys determine to rescue Eddie's daughter from her brutal foster father and deliver her to Eddie's parents. They distinguish themselves in combat by losing control of a tank and accidentally forcing a German platoon into the open. After the Armistice, Stan and Ollie venture to New York City to retrieve the girl and look for Eddie's parents. Using the city telephone directory, the task proves both monumental and problematic as the boys blindly attempt to visit each Smith until they find the grandparents. After taking punches from an annoyed prizefighter and disrupting a society wedding, they resort to telephoning first. While operating their lunch wagon, the boys are approached by an unpleasant civil servant who demands Eddie's child so that she can be placed in an orphanage. The boys refuse, and the man says he will return with the police to have the boys arrested. They try to secure a loan with their lunch wagon to finance their escape to another city, but the banker smirks that he'd have to be unconscious to make such a deal. While laughing, he topples a bust onto his own head and knocks himself out. Taking this as approval, the boys take what they need from the bank vault.

What is the names of the people that want to deliver Eddie Smiths daughter to his parents?

task001_quoref_question_generation

task001-c2185f95bb7b4f4d8a701f872956400a

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1917, Stan and Ollie are drafted into the American Expeditionary Force to fight in World War I. Their ineptitude during basic training antagonizes the drill sergeant and they are assigned to kitchen duties. They misunderstand the cook's instructions and empty the garbage cans into the general's private dining room. The cook, who is thrown in the stockade with them, curses their "snitching" and threatens them with violence after they are released. They escape his wrath when they are shipped to the trenches in France. Serving close to the front line, they befriend soldier Eddie Smith, who receives a Dear John letter from his wife. When Eddie is killed in action, the boys determine to rescue Eddie's daughter from her brutal foster father and deliver her to Eddie's parents. They distinguish themselves in combat by losing control of a tank and accidentally forcing a German platoon into the open. After the Armistice, Stan and Ollie venture to New York City to retrieve the girl and look for Eddie's parents. Using the city telephone directory, the task proves both monumental and problematic as the boys blindly attempt to visit each Smith until they find the grandparents. After taking punches from an annoyed prizefighter and disrupting a society wedding, they resort to telephoning first. While operating their lunch wagon, the boys are approached by an unpleasant civil servant who demands Eddie's child so that she can be placed in an orphanage. The boys refuse, and the man says he will return with the police to have the boys arrested. They try to secure a loan with their lunch wagon to finance their escape to another city, but the banker smirks that he'd have to be unconscious to make such a deal. While laughing, he topples a bust onto his own head and knocks himself out. Taking this as approval, the boys take what they need from the bank vault.

Who topples a bust onto their own head?

task001_quoref_question_generation

task001-c2185f95bb7b4f4d8a701f872956400a

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1917, Stan and Ollie are drafted into the American Expeditionary Force to fight in World War I. Their ineptitude during basic training antagonizes the drill sergeant and they are assigned to kitchen duties. They misunderstand the cook's instructions and empty the garbage cans into the general's private dining room. The cook, who is thrown in the stockade with them, curses their "snitching" and threatens them with violence after they are released. They escape his wrath when they are shipped to the trenches in France. Serving close to the front line, they befriend soldier Eddie Smith, who receives a Dear John letter from his wife. When Eddie is killed in action, the boys determine to rescue Eddie's daughter from her brutal foster father and deliver her to Eddie's parents. They distinguish themselves in combat by losing control of a tank and accidentally forcing a German platoon into the open. After the Armistice, Stan and Ollie venture to New York City to retrieve the girl and look for Eddie's parents. Using the city telephone directory, the task proves both monumental and problematic as the boys blindly attempt to visit each Smith until they find the grandparents. After taking punches from an annoyed prizefighter and disrupting a society wedding, they resort to telephoning first. While operating their lunch wagon, the boys are approached by an unpleasant civil servant who demands Eddie's child so that she can be placed in an orphanage. The boys refuse, and the man says he will return with the police to have the boys arrested. They try to secure a loan with their lunch wagon to finance their escape to another city, but the banker smirks that he'd have to be unconscious to make such a deal. While laughing, he topples a bust onto his own head and knocks himself out. Taking this as approval, the boys take what they need from the bank vault.

What are the names of the people that take money from the bank vault?

task001_quoref_question_generation

task001-c2185f95bb7b4f4d8a701f872956400a

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1917, Stan and Ollie are drafted into the American Expeditionary Force to fight in World War I. Their ineptitude during basic training antagonizes the drill sergeant and they are assigned to kitchen duties. They misunderstand the cook's instructions and empty the garbage cans into the general's private dining room. The cook, who is thrown in the stockade with them, curses their "snitching" and threatens them with violence after they are released. They escape his wrath when they are shipped to the trenches in France. Serving close to the front line, they befriend soldier Eddie Smith, who receives a Dear John letter from his wife. When Eddie is killed in action, the boys determine to rescue Eddie's daughter from her brutal foster father and deliver her to Eddie's parents. They distinguish themselves in combat by losing control of a tank and accidentally forcing a German platoon into the open. After the Armistice, Stan and Ollie venture to New York City to retrieve the girl and look for Eddie's parents. Using the city telephone directory, the task proves both monumental and problematic as the boys blindly attempt to visit each Smith until they find the grandparents. After taking punches from an annoyed prizefighter and disrupting a society wedding, they resort to telephoning first. While operating their lunch wagon, the boys are approached by an unpleasant civil servant who demands Eddie's child so that she can be placed in an orphanage. The boys refuse, and the man says he will return with the police to have the boys arrested. They try to secure a loan with their lunch wagon to finance their escape to another city, but the banker smirks that he'd have to be unconscious to make such a deal. While laughing, he topples a bust onto his own head and knocks himself out. Taking this as approval, the boys take what they need from the bank vault.

Who is suppose to be placed in an orphanage?

task001_quoref_question_generation

task001-bf98d905e7654868b39594aede379a4f

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: While on a holiday in Mallorca, Lisa, Kim, and Tammi meet four young men, Bluey, Josh, Sean, and Marcus. After spending the day at the resort together, the girls are invited to the men's yacht, where they plan to party out at sea. While aboard the boat, they take drugs and the conversation turns to sex, and in particular, types of sexual acts. Bluey describes a sex act called a "donkey punch" which involves punching the female in the back of the head while having doggy style sex in order to increase the sexual pleasure for the man. Marcus, Bluey, Kim, and Lisa go to the master bedrooms, where they begin having drug-fuelled sex. They are watched by Josh who, in the knowledge of all involved, lingers furtively in the darkness, recording the action with a camera. Bluey, who is copulating with Lisa, asks Josh to film the action and then decides to let Josh take a turn. Josh and Lisa then have anal sex. Immediately prior to ejaculation and with Bluey's encouragement, Josh donkey punches Lisa but uses excessive force, breaking her neck and killing her instantly. To cover up the incident, the men decide to throw the body overboard while the women want to report it to the authorities, and argument ensues about what to do with the tape. Bluey continually insults Tammi and in a fit of rage, she stabs him in the chest with a knife, and the women escape in the yacht's tender. However, the girls soon realise that the tender's outboard motor is missing (a cut scene shows it still attached to the yacht). In a fit of despair, Tammi fires a flare, attracting the attention of the men. They quickly locate and pick up the women.

Who is stabbed after insulting one of the women?

task001_quoref_question_generation

task001-bf98d905e7654868b39594aede379a4f

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: While on a holiday in Mallorca, Lisa, Kim, and Tammi meet four young men, Bluey, Josh, Sean, and Marcus. After spending the day at the resort together, the girls are invited to the men's yacht, where they plan to party out at sea. While aboard the boat, they take drugs and the conversation turns to sex, and in particular, types of sexual acts. Bluey describes a sex act called a "donkey punch" which involves punching the female in the back of the head while having doggy style sex in order to increase the sexual pleasure for the man. Marcus, Bluey, Kim, and Lisa go to the master bedrooms, where they begin having drug-fuelled sex. They are watched by Josh who, in the knowledge of all involved, lingers furtively in the darkness, recording the action with a camera. Bluey, who is copulating with Lisa, asks Josh to film the action and then decides to let Josh take a turn. Josh and Lisa then have anal sex. Immediately prior to ejaculation and with Bluey's encouragement, Josh donkey punches Lisa but uses excessive force, breaking her neck and killing her instantly. To cover up the incident, the men decide to throw the body overboard while the women want to report it to the authorities, and argument ensues about what to do with the tape. Bluey continually insults Tammi and in a fit of rage, she stabs him in the chest with a knife, and the women escape in the yacht's tender. However, the girls soon realise that the tender's outboard motor is missing (a cut scene shows it still attached to the yacht). In a fit of despair, Tammi fires a flare, attracting the attention of the men. They quickly locate and pick up the women.

Who is the person that throws the donkey punch that kills a woman?

task001_quoref_question_generation

task001-bf98d905e7654868b39594aede379a4f

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: While on a holiday in Mallorca, Lisa, Kim, and Tammi meet four young men, Bluey, Josh, Sean, and Marcus. After spending the day at the resort together, the girls are invited to the men's yacht, where they plan to party out at sea. While aboard the boat, they take drugs and the conversation turns to sex, and in particular, types of sexual acts. Bluey describes a sex act called a "donkey punch" which involves punching the female in the back of the head while having doggy style sex in order to increase the sexual pleasure for the man. Marcus, Bluey, Kim, and Lisa go to the master bedrooms, where they begin having drug-fuelled sex. They are watched by Josh who, in the knowledge of all involved, lingers furtively in the darkness, recording the action with a camera. Bluey, who is copulating with Lisa, asks Josh to film the action and then decides to let Josh take a turn. Josh and Lisa then have anal sex. Immediately prior to ejaculation and with Bluey's encouragement, Josh donkey punches Lisa but uses excessive force, breaking her neck and killing her instantly. To cover up the incident, the men decide to throw the body overboard while the women want to report it to the authorities, and argument ensues about what to do with the tape. Bluey continually insults Tammi and in a fit of rage, she stabs him in the chest with a knife, and the women escape in the yacht's tender. However, the girls soon realise that the tender's outboard motor is missing (a cut scene shows it still attached to the yacht). In a fit of despair, Tammi fires a flare, attracting the attention of the men. They quickly locate and pick up the women.

Who goes into a fit of rage after being insulted?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

What are the names of Ravel's two teachers who were key influences on his development as a composer?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

What was the name of the person who was a marked man?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

What was the English translation of the piece that was commissioned by the Princesse de Polignac?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

What was the full name of the person who said Ravel was too indebted to Debussey?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

What was the last name of the person who was regarded highly by his teachers?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

What is the last name of the person whose outlook Dudois deplored?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

What is the last name of the person who wrote some substantial works while studying with Fauré?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

Who was regarded highly by their teachers?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

Whose teachers were key influences on their development as a composer?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

Who was deplored musically?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

Whose politically progressive outlook was deplored?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

Who was "a marked man, against whom all weapons were good"?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

Who wrote some substantial works while studying with Fauré?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

Who wrote the overture Shéhérazade ?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

Who wrote a violin sonata?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

Who won no prizes?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

Who conducted the first performance of the Shéhérazade overture in 1897?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

What is the name of the young man whose musically and politically progressive outlook was deplored by the Director of the Conservatoire?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

What is the name of the person who was reportedly "a marked man, against whom all weapons were good," according to fellow student Calvocoressi?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

What is the name of the person who wrote the overture Shéhérazade and a violin sonata while studying with Fauré?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

What is the name of the person who won no prizes for his works while studying with Fauré, thus was expelled again in 1900?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

What is the name of the person who conducted the first performance of the Shéhérazade overture in 1897, which had a mixed reception?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

What is the name of the piece conducted by Ravel that was described by one critic as "a jolting debut: a clumsy plagiarism of the Russian School"?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

What is the name of the person whose own opinion of his music was reportedly the only one he truly valued?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

What is the the name of the person whose biographer, Burnett James, describes him as "self-possessed, a little aloof, intellectually biased" and "given to mild banter"?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

What is the name of the person who reportedly dressed like a dandy and was meticulous about his appearance and demeanour?

task001_quoref_question_generation

task001-298c25d096da49b0824396905eeb42ae

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1897 Ravel was readmitted to the Conservatoire, studying composition with Fauré, and taking private lessons in counterpoint with André Gedalge. Both these teachers, particularly Fauré, regarded him highly and were key influences on his development as a composer. As Ravel's course progressed, Fauré reported "a distinct gain in maturity ... engaging wealth of imagination". Ravel's standing at the Conservatoire was nevertheless undermined by the hostility of the Director, Théodore Dubois, who deplored the young man's musically and politically progressive outlook. Consequently, according to a fellow-student, Michel-Dimitri Calvocoressi, he was "a marked man, against whom all weapons were good". He wrote some substantial works while studying with Fauré, including the overture Shéhérazade and a violin sonata, but he won no prizes, and therefore was expelled again in 1900. As a former student he was allowed to attend Fauré's classes as a non-participating "auditeur" until finally abandoning the Conservatoire in 1903.In 1899 Ravel composed his first piece to become widely known, though it made little impact initially: Pavane pour une infante défunte ("Pavane for a dead princess"). It was originally a solo piano work, commissioned by the Princesse de Polignac. In 1897 he conducted the first performance of the Shéhérazade overture, which had a mixed reception, with boos mingling with applause from the audience, and unflattering reviews from the critics. One described the piece as "a jolting debut: a clumsy plagiarism of the Russian School" and called Ravel a "mediocrely gifted debutant ... who will perhaps become something if not someone in about ten years, if he works hard." Another critic, Pierre Lalo, thought that Ravel showed talent, but was too indebted to Debussy and should instead emulate Beethoven. Over the succeeding decades Lalo became Ravel's most implacable critic.From the start of his career, Ravel appeared calmly indifferent to blame or praise. Those who knew him well believed that this was no pose but wholly genuine. The only opinion of his music that he truly valued was his own, perfectionist and severely self-critical. At twenty years of age he was, in the words of the biographer Burnett James, "self-possessed, a little aloof, intellectually biased, given to mild banter." He dressed like a dandy and was meticulous about his appearance and demeanour. Orenstein comments that, short in stature, light in frame, and bony in features, Ravel had the "appearance of a well-dressed jockey", whose large head seemed suitably matched to his formidable intellect. During the late 1890s and into the early years of the next century, Ravel was bearded in the fashion of the day; from his mid-thirties he was clean-shaven.

What is the name of the person whose formidable intellect seemed suitably matched to his large head, according to Orenstein?

task001_quoref_question_generation

task001-17c2b5b1361a4ad1a3423d64e48fb4b3

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: North Sister, also known as "Faith", is the oldest and most highly eroded of the three, with zigzagging rock pinnacles between glaciers. It is a shield volcano that overlays a more ancient shield volcano named Little Brother. North Sister is 5 miles (8 km) wide, and its summit elevation is 10,090 feet (3,075 m). Consisting primarily of basaltic andesite, it has a more mafic composition than the other two volcanoes. Its deposits are rich in palagonite and red and black cinders, and they are progressively more iron-rich the younger they are. North Sister's lava flows demonstrate similar compositions throughout the mountain's long eruptive history. The oldest lava flows on North Sister have been dated to roughly 311,000 years ago, though the oldest reliably dated deposits are approximately 119,000 years old. Estimates place the volcano's last eruption at 46,000 years ago, in the Late Pleistocene.North Sister possesses more dikes than any similar Cascade peak, caused by lava intruding into pre-existing rocks. Many of these dikes were pushed aside by the intrusion of a 980-foot (300 m)-wide volcanic plug. The dikes and plug were exposed by centuries of erosion. At one point, the volcano stood more than 11,000 feet (3,400 m) high, but erosion reduced this volume by a quarter to a third. The plug is now exposed and forms North Sister's summits at Prouty Peak and the South Horn.

What is the alias of the volcano that has deposits rich in palagonite?

task001_quoref_question_generation

task001-17c2b5b1361a4ad1a3423d64e48fb4b3

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: North Sister, also known as "Faith", is the oldest and most highly eroded of the three, with zigzagging rock pinnacles between glaciers. It is a shield volcano that overlays a more ancient shield volcano named Little Brother. North Sister is 5 miles (8 km) wide, and its summit elevation is 10,090 feet (3,075 m). Consisting primarily of basaltic andesite, it has a more mafic composition than the other two volcanoes. Its deposits are rich in palagonite and red and black cinders, and they are progressively more iron-rich the younger they are. North Sister's lava flows demonstrate similar compositions throughout the mountain's long eruptive history. The oldest lava flows on North Sister have been dated to roughly 311,000 years ago, though the oldest reliably dated deposits are approximately 119,000 years old. Estimates place the volcano's last eruption at 46,000 years ago, in the Late Pleistocene.North Sister possesses more dikes than any similar Cascade peak, caused by lava intruding into pre-existing rocks. Many of these dikes were pushed aside by the intrusion of a 980-foot (300 m)-wide volcanic plug. The dikes and plug were exposed by centuries of erosion. At one point, the volcano stood more than 11,000 feet (3,400 m) high, but erosion reduced this volume by a quarter to a third. The plug is now exposed and forms North Sister's summits at Prouty Peak and the South Horn.

What is the alias of the volcano that stood more than 11,000 feet?

task001_quoref_question_generation

task001-17c2b5b1361a4ad1a3423d64e48fb4b3

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: North Sister, also known as "Faith", is the oldest and most highly eroded of the three, with zigzagging rock pinnacles between glaciers. It is a shield volcano that overlays a more ancient shield volcano named Little Brother. North Sister is 5 miles (8 km) wide, and its summit elevation is 10,090 feet (3,075 m). Consisting primarily of basaltic andesite, it has a more mafic composition than the other two volcanoes. Its deposits are rich in palagonite and red and black cinders, and they are progressively more iron-rich the younger they are. North Sister's lava flows demonstrate similar compositions throughout the mountain's long eruptive history. The oldest lava flows on North Sister have been dated to roughly 311,000 years ago, though the oldest reliably dated deposits are approximately 119,000 years old. Estimates place the volcano's last eruption at 46,000 years ago, in the Late Pleistocene.North Sister possesses more dikes than any similar Cascade peak, caused by lava intruding into pre-existing rocks. Many of these dikes were pushed aside by the intrusion of a 980-foot (300 m)-wide volcanic plug. The dikes and plug were exposed by centuries of erosion. At one point, the volcano stood more than 11,000 feet (3,400 m) high, but erosion reduced this volume by a quarter to a third. The plug is now exposed and forms North Sister's summits at Prouty Peak and the South Horn.

When does estimates place Faith's last eruption?

task001_quoref_question_generation

task001-61177f8e41f346f9b7240a0eda222295

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Michael Williams is a drifter living out of his car after being discharged from the Marine Corps. A job on an oilfield falls through due to his unwillingness to conceal a war injury on his job application, so Michael wanders into rural Red Rock, Wyoming, looking for other work. A local bar owner named Wayne mistakes him for a hit man, "Lyle from Dallas", whom Wayne has hired to kill his wife. Wayne offers him a stack of cash—"half now, half later"—and Michael plays along by taking the money. Michael visits Wayne's wife, Suzanne and attempts to warn her that her life is in danger instead of killing her. She offers him more money to kill Wayne. Michael tries to leave town but a car accident leads him to encounter the local sheriff, who turns out to be Wayne. Michael manages to escape from Wayne but runs into the real Lyle from Dallas. Lyle and Wayne quickly figure out what has transpired, while Michael desperately tries to warn Suzanne before Lyle finds her. The next morning, when Lyle comes to get money from Wayne, he kidnaps both Suzanne and Michael, who are trying to retrieve hidden cash from Wayne's office. Wayne and Suzanne are revealed to be wanted for embezzlement and Wayne is arrested by his own deputies. Lyle returns with Michael and Suzanne hostage and gets Wayne out of jail to retrieve their stash of money. At a remote graveyard, Wayne pulls a gun from the case of money and holds Lyle at gunpoint before Lyle throws a knife into Wayne's neck. Michael and Lyle fight, with Lyle ending up being impaled on a grave marker. When Lyle rises to attack Michael, Suzanne shoots him dead. Michael and Suzanne escape onto a nearby train, but when Suzanne tries to betray Michael, he throws the money out of the speeding train and then throws Suzanne off to be arrested by the police accompanied by a wounded Wayne. Michael's train continues its journey into a new town.

Who does the person that the drifter warns want him to kill?

task001_quoref_question_generation

task001-61177f8e41f346f9b7240a0eda222295

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Michael Williams is a drifter living out of his car after being discharged from the Marine Corps. A job on an oilfield falls through due to his unwillingness to conceal a war injury on his job application, so Michael wanders into rural Red Rock, Wyoming, looking for other work. A local bar owner named Wayne mistakes him for a hit man, "Lyle from Dallas", whom Wayne has hired to kill his wife. Wayne offers him a stack of cash—"half now, half later"—and Michael plays along by taking the money. Michael visits Wayne's wife, Suzanne and attempts to warn her that her life is in danger instead of killing her. She offers him more money to kill Wayne. Michael tries to leave town but a car accident leads him to encounter the local sheriff, who turns out to be Wayne. Michael manages to escape from Wayne but runs into the real Lyle from Dallas. Lyle and Wayne quickly figure out what has transpired, while Michael desperately tries to warn Suzanne before Lyle finds her. The next morning, when Lyle comes to get money from Wayne, he kidnaps both Suzanne and Michael, who are trying to retrieve hidden cash from Wayne's office. Wayne and Suzanne are revealed to be wanted for embezzlement and Wayne is arrested by his own deputies. Lyle returns with Michael and Suzanne hostage and gets Wayne out of jail to retrieve their stash of money. At a remote graveyard, Wayne pulls a gun from the case of money and holds Lyle at gunpoint before Lyle throws a knife into Wayne's neck. Michael and Lyle fight, with Lyle ending up being impaled on a grave marker. When Lyle rises to attack Michael, Suzanne shoots him dead. Michael and Suzanne escape onto a nearby train, but when Suzanne tries to betray Michael, he throws the money out of the speeding train and then throws Suzanne off to be arrested by the police accompanied by a wounded Wayne. Michael's train continues its journey into a new town.

Who saves the drifter from the real Lyle in the graveyard?

task001_quoref_question_generation

task001-61177f8e41f346f9b7240a0eda222295

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Michael Williams is a drifter living out of his car after being discharged from the Marine Corps. A job on an oilfield falls through due to his unwillingness to conceal a war injury on his job application, so Michael wanders into rural Red Rock, Wyoming, looking for other work. A local bar owner named Wayne mistakes him for a hit man, "Lyle from Dallas", whom Wayne has hired to kill his wife. Wayne offers him a stack of cash—"half now, half later"—and Michael plays along by taking the money. Michael visits Wayne's wife, Suzanne and attempts to warn her that her life is in danger instead of killing her. She offers him more money to kill Wayne. Michael tries to leave town but a car accident leads him to encounter the local sheriff, who turns out to be Wayne. Michael manages to escape from Wayne but runs into the real Lyle from Dallas. Lyle and Wayne quickly figure out what has transpired, while Michael desperately tries to warn Suzanne before Lyle finds her. The next morning, when Lyle comes to get money from Wayne, he kidnaps both Suzanne and Michael, who are trying to retrieve hidden cash from Wayne's office. Wayne and Suzanne are revealed to be wanted for embezzlement and Wayne is arrested by his own deputies. Lyle returns with Michael and Suzanne hostage and gets Wayne out of jail to retrieve their stash of money. At a remote graveyard, Wayne pulls a gun from the case of money and holds Lyle at gunpoint before Lyle throws a knife into Wayne's neck. Michael and Lyle fight, with Lyle ending up being impaled on a grave marker. When Lyle rises to attack Michael, Suzanne shoots him dead. Michael and Suzanne escape onto a nearby train, but when Suzanne tries to betray Michael, he throws the money out of the speeding train and then throws Suzanne off to be arrested by the police accompanied by a wounded Wayne. Michael's train continues its journey into a new town.

What is the first name of the person that Wayne mistakes for a hit man?

task001_quoref_question_generation

task001-8bc9987c2d8f4aa9abab3a720f542040

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Alexander perhaps undercut his own rule by demonstrating signs of megalomania. While utilizing effective propaganda such as the cutting of the Gordian Knot, he also attempted to portray himself as a living god and son of Zeus following his visit to the oracle at Siwah in the Libyan Desert (in modern-day Egypt) in 331 BC. His attempt in 327 BC to have his men prostrate before him in Bactra in an act of proskynesis borrowed from the Persian kings was rejected as religious blasphemy by his Macedonian and Greek subjects after his court historian Callisthenes refused to perform this ritual. When Alexander had Parmenion murdered at Ecbatana (near modern Hamadan, Iran) in 330 BC, this was "symptomatic of the growing gulf between the king's interests and those of his country and people", according to Errington. His murder of Cleitus the Black in 328 BC is described as "vengeful and reckless" by Dawn L. Gilley and Ian Worthington. Continuing the polygamous habits of his father, Alexander encouraged his men to marry native women in Asia, leading by example when he wed Roxana, a Sogdian princess of Bactria. He then married Stateira II, eldest daughter of Darius III, and Parysatis II, youngest daughter of Artaxerxes III, at the Susa weddings in 324 BC.Meanwhile, in Greece, the Spartan king Agis III attempted to lead a rebellion of the Greeks against Macedonia. He was defeated in 331 BC at the Battle of Megalopolis by Antipater, who was serving as regent of Macedonia and deputy hegemon of the League of Corinth in Alexander's stead. Before Antipater embarked on his campaign in the Peloponnese, Memnon, the governor of Thrace, was dissuaded from rebellion by use of diplomacy. Antipater deferred the punishment of Sparta to the League of Corinth headed by Alexander, who ultimately pardoned the Spartans on the condition that they submit fifty nobles as hostages. Antipater's hegemony was somewhat unpopular in Greece due to his practice (perhaps by order of Alexander) of exiling malcontents and garrisoning cities with Macedonian troops, yet in 330 BC, Alexander declared that the tyrannies installed in Greece were to be abolished and Greek freedom was to be restored.

Whose court historian refused to prostrate before him?

task001_quoref_question_generation

task001-8bc9987c2d8f4aa9abab3a720f542040

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Alexander perhaps undercut his own rule by demonstrating signs of megalomania. While utilizing effective propaganda such as the cutting of the Gordian Knot, he also attempted to portray himself as a living god and son of Zeus following his visit to the oracle at Siwah in the Libyan Desert (in modern-day Egypt) in 331 BC. His attempt in 327 BC to have his men prostrate before him in Bactra in an act of proskynesis borrowed from the Persian kings was rejected as religious blasphemy by his Macedonian and Greek subjects after his court historian Callisthenes refused to perform this ritual. When Alexander had Parmenion murdered at Ecbatana (near modern Hamadan, Iran) in 330 BC, this was "symptomatic of the growing gulf between the king's interests and those of his country and people", according to Errington. His murder of Cleitus the Black in 328 BC is described as "vengeful and reckless" by Dawn L. Gilley and Ian Worthington. Continuing the polygamous habits of his father, Alexander encouraged his men to marry native women in Asia, leading by example when he wed Roxana, a Sogdian princess of Bactria. He then married Stateira II, eldest daughter of Darius III, and Parysatis II, youngest daughter of Artaxerxes III, at the Susa weddings in 324 BC.Meanwhile, in Greece, the Spartan king Agis III attempted to lead a rebellion of the Greeks against Macedonia. He was defeated in 331 BC at the Battle of Megalopolis by Antipater, who was serving as regent of Macedonia and deputy hegemon of the League of Corinth in Alexander's stead. Before Antipater embarked on his campaign in the Peloponnese, Memnon, the governor of Thrace, was dissuaded from rebellion by use of diplomacy. Antipater deferred the punishment of Sparta to the League of Corinth headed by Alexander, who ultimately pardoned the Spartans on the condition that they submit fifty nobles as hostages. Antipater's hegemony was somewhat unpopular in Greece due to his practice (perhaps by order of Alexander) of exiling malcontents and garrisoning cities with Macedonian troops, yet in 330 BC, Alexander declared that the tyrannies installed in Greece were to be abolished and Greek freedom was to be restored.

When did Alexander murder someone whose initial was C.?

task001_quoref_question_generation

task001-8bc9987c2d8f4aa9abab3a720f542040

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Alexander perhaps undercut his own rule by demonstrating signs of megalomania. While utilizing effective propaganda such as the cutting of the Gordian Knot, he also attempted to portray himself as a living god and son of Zeus following his visit to the oracle at Siwah in the Libyan Desert (in modern-day Egypt) in 331 BC. His attempt in 327 BC to have his men prostrate before him in Bactra in an act of proskynesis borrowed from the Persian kings was rejected as religious blasphemy by his Macedonian and Greek subjects after his court historian Callisthenes refused to perform this ritual. When Alexander had Parmenion murdered at Ecbatana (near modern Hamadan, Iran) in 330 BC, this was "symptomatic of the growing gulf between the king's interests and those of his country and people", according to Errington. His murder of Cleitus the Black in 328 BC is described as "vengeful and reckless" by Dawn L. Gilley and Ian Worthington. Continuing the polygamous habits of his father, Alexander encouraged his men to marry native women in Asia, leading by example when he wed Roxana, a Sogdian princess of Bactria. He then married Stateira II, eldest daughter of Darius III, and Parysatis II, youngest daughter of Artaxerxes III, at the Susa weddings in 324 BC.Meanwhile, in Greece, the Spartan king Agis III attempted to lead a rebellion of the Greeks against Macedonia. He was defeated in 331 BC at the Battle of Megalopolis by Antipater, who was serving as regent of Macedonia and deputy hegemon of the League of Corinth in Alexander's stead. Before Antipater embarked on his campaign in the Peloponnese, Memnon, the governor of Thrace, was dissuaded from rebellion by use of diplomacy. Antipater deferred the punishment of Sparta to the League of Corinth headed by Alexander, who ultimately pardoned the Spartans on the condition that they submit fifty nobles as hostages. Antipater's hegemony was somewhat unpopular in Greece due to his practice (perhaps by order of Alexander) of exiling malcontents and garrisoning cities with Macedonian troops, yet in 330 BC, Alexander declared that the tyrannies installed in Greece were to be abolished and Greek freedom was to be restored.

Whose eldest daughter did Alexander marry?

task001_quoref_question_generation

task001-8bc9987c2d8f4aa9abab3a720f542040

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Alexander perhaps undercut his own rule by demonstrating signs of megalomania. While utilizing effective propaganda such as the cutting of the Gordian Knot, he also attempted to portray himself as a living god and son of Zeus following his visit to the oracle at Siwah in the Libyan Desert (in modern-day Egypt) in 331 BC. His attempt in 327 BC to have his men prostrate before him in Bactra in an act of proskynesis borrowed from the Persian kings was rejected as religious blasphemy by his Macedonian and Greek subjects after his court historian Callisthenes refused to perform this ritual. When Alexander had Parmenion murdered at Ecbatana (near modern Hamadan, Iran) in 330 BC, this was "symptomatic of the growing gulf between the king's interests and those of his country and people", according to Errington. His murder of Cleitus the Black in 328 BC is described as "vengeful and reckless" by Dawn L. Gilley and Ian Worthington. Continuing the polygamous habits of his father, Alexander encouraged his men to marry native women in Asia, leading by example when he wed Roxana, a Sogdian princess of Bactria. He then married Stateira II, eldest daughter of Darius III, and Parysatis II, youngest daughter of Artaxerxes III, at the Susa weddings in 324 BC.Meanwhile, in Greece, the Spartan king Agis III attempted to lead a rebellion of the Greeks against Macedonia. He was defeated in 331 BC at the Battle of Megalopolis by Antipater, who was serving as regent of Macedonia and deputy hegemon of the League of Corinth in Alexander's stead. Before Antipater embarked on his campaign in the Peloponnese, Memnon, the governor of Thrace, was dissuaded from rebellion by use of diplomacy. Antipater deferred the punishment of Sparta to the League of Corinth headed by Alexander, who ultimately pardoned the Spartans on the condition that they submit fifty nobles as hostages. Antipater's hegemony was somewhat unpopular in Greece due to his practice (perhaps by order of Alexander) of exiling malcontents and garrisoning cities with Macedonian troops, yet in 330 BC, Alexander declared that the tyrannies installed in Greece were to be abolished and Greek freedom was to be restored.

Who did Artaxerxes III's youngest daughter marry in 324 BC?

task001_quoref_question_generation

task001-8bc9987c2d8f4aa9abab3a720f542040

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Alexander perhaps undercut his own rule by demonstrating signs of megalomania. While utilizing effective propaganda such as the cutting of the Gordian Knot, he also attempted to portray himself as a living god and son of Zeus following his visit to the oracle at Siwah in the Libyan Desert (in modern-day Egypt) in 331 BC. His attempt in 327 BC to have his men prostrate before him in Bactra in an act of proskynesis borrowed from the Persian kings was rejected as religious blasphemy by his Macedonian and Greek subjects after his court historian Callisthenes refused to perform this ritual. When Alexander had Parmenion murdered at Ecbatana (near modern Hamadan, Iran) in 330 BC, this was "symptomatic of the growing gulf between the king's interests and those of his country and people", according to Errington. His murder of Cleitus the Black in 328 BC is described as "vengeful and reckless" by Dawn L. Gilley and Ian Worthington. Continuing the polygamous habits of his father, Alexander encouraged his men to marry native women in Asia, leading by example when he wed Roxana, a Sogdian princess of Bactria. He then married Stateira II, eldest daughter of Darius III, and Parysatis II, youngest daughter of Artaxerxes III, at the Susa weddings in 324 BC.Meanwhile, in Greece, the Spartan king Agis III attempted to lead a rebellion of the Greeks against Macedonia. He was defeated in 331 BC at the Battle of Megalopolis by Antipater, who was serving as regent of Macedonia and deputy hegemon of the League of Corinth in Alexander's stead. Before Antipater embarked on his campaign in the Peloponnese, Memnon, the governor of Thrace, was dissuaded from rebellion by use of diplomacy. Antipater deferred the punishment of Sparta to the League of Corinth headed by Alexander, who ultimately pardoned the Spartans on the condition that they submit fifty nobles as hostages. Antipater's hegemony was somewhat unpopular in Greece due to his practice (perhaps by order of Alexander) of exiling malcontents and garrisoning cities with Macedonian troops, yet in 330 BC, Alexander declared that the tyrannies installed in Greece were to be abolished and Greek freedom was to be restored.

Who was defeated at the Battle of Megalopolis?

task001_quoref_question_generation

task001-8bc9987c2d8f4aa9abab3a720f542040

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Alexander perhaps undercut his own rule by demonstrating signs of megalomania. While utilizing effective propaganda such as the cutting of the Gordian Knot, he also attempted to portray himself as a living god and son of Zeus following his visit to the oracle at Siwah in the Libyan Desert (in modern-day Egypt) in 331 BC. His attempt in 327 BC to have his men prostrate before him in Bactra in an act of proskynesis borrowed from the Persian kings was rejected as religious blasphemy by his Macedonian and Greek subjects after his court historian Callisthenes refused to perform this ritual. When Alexander had Parmenion murdered at Ecbatana (near modern Hamadan, Iran) in 330 BC, this was "symptomatic of the growing gulf between the king's interests and those of his country and people", according to Errington. His murder of Cleitus the Black in 328 BC is described as "vengeful and reckless" by Dawn L. Gilley and Ian Worthington. Continuing the polygamous habits of his father, Alexander encouraged his men to marry native women in Asia, leading by example when he wed Roxana, a Sogdian princess of Bactria. He then married Stateira II, eldest daughter of Darius III, and Parysatis II, youngest daughter of Artaxerxes III, at the Susa weddings in 324 BC.Meanwhile, in Greece, the Spartan king Agis III attempted to lead a rebellion of the Greeks against Macedonia. He was defeated in 331 BC at the Battle of Megalopolis by Antipater, who was serving as regent of Macedonia and deputy hegemon of the League of Corinth in Alexander's stead. Before Antipater embarked on his campaign in the Peloponnese, Memnon, the governor of Thrace, was dissuaded from rebellion by use of diplomacy. Antipater deferred the punishment of Sparta to the League of Corinth headed by Alexander, who ultimately pardoned the Spartans on the condition that they submit fifty nobles as hostages. Antipater's hegemony was somewhat unpopular in Greece due to his practice (perhaps by order of Alexander) of exiling malcontents and garrisoning cities with Macedonian troops, yet in 330 BC, Alexander declared that the tyrannies installed in Greece were to be abolished and Greek freedom was to be restored.

Who were the brides at Alexander's Susa weddings?

task001_quoref_question_generation

task001-8bc9987c2d8f4aa9abab3a720f542040

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Alexander perhaps undercut his own rule by demonstrating signs of megalomania. While utilizing effective propaganda such as the cutting of the Gordian Knot, he also attempted to portray himself as a living god and son of Zeus following his visit to the oracle at Siwah in the Libyan Desert (in modern-day Egypt) in 331 BC. His attempt in 327 BC to have his men prostrate before him in Bactra in an act of proskynesis borrowed from the Persian kings was rejected as religious blasphemy by his Macedonian and Greek subjects after his court historian Callisthenes refused to perform this ritual. When Alexander had Parmenion murdered at Ecbatana (near modern Hamadan, Iran) in 330 BC, this was "symptomatic of the growing gulf between the king's interests and those of his country and people", according to Errington. His murder of Cleitus the Black in 328 BC is described as "vengeful and reckless" by Dawn L. Gilley and Ian Worthington. Continuing the polygamous habits of his father, Alexander encouraged his men to marry native women in Asia, leading by example when he wed Roxana, a Sogdian princess of Bactria. He then married Stateira II, eldest daughter of Darius III, and Parysatis II, youngest daughter of Artaxerxes III, at the Susa weddings in 324 BC.Meanwhile, in Greece, the Spartan king Agis III attempted to lead a rebellion of the Greeks against Macedonia. He was defeated in 331 BC at the Battle of Megalopolis by Antipater, who was serving as regent of Macedonia and deputy hegemon of the League of Corinth in Alexander's stead. Before Antipater embarked on his campaign in the Peloponnese, Memnon, the governor of Thrace, was dissuaded from rebellion by use of diplomacy. Antipater deferred the punishment of Sparta to the League of Corinth headed by Alexander, who ultimately pardoned the Spartans on the condition that they submit fifty nobles as hostages. Antipater's hegemony was somewhat unpopular in Greece due to his practice (perhaps by order of Alexander) of exiling malcontents and garrisoning cities with Macedonian troops, yet in 330 BC, Alexander declared that the tyrannies installed in Greece were to be abolished and Greek freedom was to be restored.

What are the last names of the people who said Alexander murdering Cleitus was "vengeful and reckless"?

task001_quoref_question_generation

task001-017c0ef40c0643acac63fbca23b269c6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Shackleton's February 1907 announcement that he intended to base his expedition at the old Discovery headquarters was noted by Scott, whose own future Antarctic plans were at that stage unannounced. In a letter to Shackleton, Scott claimed priority rights to McMurdo Sound. "I feel I have a sort of right to my own field of work," he wrote, adding: "anyone who has had to do with exploration will regard this region primarily as mine". He concluded by reminding Shackleton of his duty of loyalty towards his former commander.Shackleton's initial reply was accommodating: "I would like to fall in with your views as far as possible without creating a position that would be untenable to myself". Edward Wilson, asked by Shackleton to mediate, took an even tougher line than Scott. "I think you should retire from McMurdo Sound", he wrote, advising Shackleton not to make any plans to work from anywhere in the entire Ross Sea quarter until Scott decided "what limits he puts on his own rights". To this Shackleton replied: "There is no doubt in my mind that his rights end at the base he asked for [...] I consider I have reached my limit and I go no further".The matter was unresolved when Scott returned from sea duty in May 1907. Scott pressed for a line of demarcation at 170° W—everything to the west of that line, including Ross Island, McMurdo Sound, and Victoria Land, would be Scott's preserve. Shackleton, with other concerns pressing on him, felt obliged to concede. On 17 May he signed a declaration stating that "I am leaving the McMurdo base to you", and that he would seek to land further east, either at the Barrier Inlet visited briefly during the Discovery Expedition, or at King Edward VII Land. He would not touch the coast of Victoria Land at all. It was a capitulation to Scott and Wilson, and meant forfeiting the expedition's aim of reaching the South Magnetic Pole which was located within Victoria Land. Polar historian Beau Riffenburgh believes this was "a promise that should never ethically have been demanded and one that should never have been given, impacting as it might on the entire safety of Shackleton's expedition". The dispute soured relations between the two men (who nevertheless maintained public civilities), and would eventually lead to the complete rupture of Shackleton's formerly close friendship with Wilson.In his own account of the expedition Shackleton makes no reference to the wrangle with Scott. He merely states that "before we finally left England I had decided that if possible I would establish my base in King Edward VII Land instead of [...] McMurdo Sound".

What is the name of the person who wrote, "I feel I have a sort of right to my own field of work"?

task001_quoref_question_generation

task001-017c0ef40c0643acac63fbca23b269c6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Shackleton's February 1907 announcement that he intended to base his expedition at the old Discovery headquarters was noted by Scott, whose own future Antarctic plans were at that stage unannounced. In a letter to Shackleton, Scott claimed priority rights to McMurdo Sound. "I feel I have a sort of right to my own field of work," he wrote, adding: "anyone who has had to do with exploration will regard this region primarily as mine". He concluded by reminding Shackleton of his duty of loyalty towards his former commander.Shackleton's initial reply was accommodating: "I would like to fall in with your views as far as possible without creating a position that would be untenable to myself". Edward Wilson, asked by Shackleton to mediate, took an even tougher line than Scott. "I think you should retire from McMurdo Sound", he wrote, advising Shackleton not to make any plans to work from anywhere in the entire Ross Sea quarter until Scott decided "what limits he puts on his own rights". To this Shackleton replied: "There is no doubt in my mind that his rights end at the base he asked for [...] I consider I have reached my limit and I go no further".The matter was unresolved when Scott returned from sea duty in May 1907. Scott pressed for a line of demarcation at 170° W—everything to the west of that line, including Ross Island, McMurdo Sound, and Victoria Land, would be Scott's preserve. Shackleton, with other concerns pressing on him, felt obliged to concede. On 17 May he signed a declaration stating that "I am leaving the McMurdo base to you", and that he would seek to land further east, either at the Barrier Inlet visited briefly during the Discovery Expedition, or at King Edward VII Land. He would not touch the coast of Victoria Land at all. It was a capitulation to Scott and Wilson, and meant forfeiting the expedition's aim of reaching the South Magnetic Pole which was located within Victoria Land. Polar historian Beau Riffenburgh believes this was "a promise that should never ethically have been demanded and one that should never have been given, impacting as it might on the entire safety of Shackleton's expedition". The dispute soured relations between the two men (who nevertheless maintained public civilities), and would eventually lead to the complete rupture of Shackleton's formerly close friendship with Wilson.In his own account of the expedition Shackleton makes no reference to the wrangle with Scott. He merely states that "before we finally left England I had decided that if possible I would establish my base in King Edward VII Land instead of [...] McMurdo Sound".

What is the name of the person who wrote that "anyone who has had to do with exploration will regard this region primarily as mine"?

task001_quoref_question_generation

task001-017c0ef40c0643acac63fbca23b269c6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Shackleton's February 1907 announcement that he intended to base his expedition at the old Discovery headquarters was noted by Scott, whose own future Antarctic plans were at that stage unannounced. In a letter to Shackleton, Scott claimed priority rights to McMurdo Sound. "I feel I have a sort of right to my own field of work," he wrote, adding: "anyone who has had to do with exploration will regard this region primarily as mine". He concluded by reminding Shackleton of his duty of loyalty towards his former commander.Shackleton's initial reply was accommodating: "I would like to fall in with your views as far as possible without creating a position that would be untenable to myself". Edward Wilson, asked by Shackleton to mediate, took an even tougher line than Scott. "I think you should retire from McMurdo Sound", he wrote, advising Shackleton not to make any plans to work from anywhere in the entire Ross Sea quarter until Scott decided "what limits he puts on his own rights". To this Shackleton replied: "There is no doubt in my mind that his rights end at the base he asked for [...] I consider I have reached my limit and I go no further".The matter was unresolved when Scott returned from sea duty in May 1907. Scott pressed for a line of demarcation at 170° W—everything to the west of that line, including Ross Island, McMurdo Sound, and Victoria Land, would be Scott's preserve. Shackleton, with other concerns pressing on him, felt obliged to concede. On 17 May he signed a declaration stating that "I am leaving the McMurdo base to you", and that he would seek to land further east, either at the Barrier Inlet visited briefly during the Discovery Expedition, or at King Edward VII Land. He would not touch the coast of Victoria Land at all. It was a capitulation to Scott and Wilson, and meant forfeiting the expedition's aim of reaching the South Magnetic Pole which was located within Victoria Land. Polar historian Beau Riffenburgh believes this was "a promise that should never ethically have been demanded and one that should never have been given, impacting as it might on the entire safety of Shackleton's expedition". The dispute soured relations between the two men (who nevertheless maintained public civilities), and would eventually lead to the complete rupture of Shackleton's formerly close friendship with Wilson.In his own account of the expedition Shackleton makes no reference to the wrangle with Scott. He merely states that "before we finally left England I had decided that if possible I would establish my base in King Edward VII Land instead of [...] McMurdo Sound".

What is the name of the person whose views Shackleton replied he would like to fall in with as far as possible without creating a position that would be untenable to himself?

task001_quoref_question_generation

task001-017c0ef40c0643acac63fbca23b269c6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Shackleton's February 1907 announcement that he intended to base his expedition at the old Discovery headquarters was noted by Scott, whose own future Antarctic plans were at that stage unannounced. In a letter to Shackleton, Scott claimed priority rights to McMurdo Sound. "I feel I have a sort of right to my own field of work," he wrote, adding: "anyone who has had to do with exploration will regard this region primarily as mine". He concluded by reminding Shackleton of his duty of loyalty towards his former commander.Shackleton's initial reply was accommodating: "I would like to fall in with your views as far as possible without creating a position that would be untenable to myself". Edward Wilson, asked by Shackleton to mediate, took an even tougher line than Scott. "I think you should retire from McMurdo Sound", he wrote, advising Shackleton not to make any plans to work from anywhere in the entire Ross Sea quarter until Scott decided "what limits he puts on his own rights". To this Shackleton replied: "There is no doubt in my mind that his rights end at the base he asked for [...] I consider I have reached my limit and I go no further".The matter was unresolved when Scott returned from sea duty in May 1907. Scott pressed for a line of demarcation at 170° W—everything to the west of that line, including Ross Island, McMurdo Sound, and Victoria Land, would be Scott's preserve. Shackleton, with other concerns pressing on him, felt obliged to concede. On 17 May he signed a declaration stating that "I am leaving the McMurdo base to you", and that he would seek to land further east, either at the Barrier Inlet visited briefly during the Discovery Expedition, or at King Edward VII Land. He would not touch the coast of Victoria Land at all. It was a capitulation to Scott and Wilson, and meant forfeiting the expedition's aim of reaching the South Magnetic Pole which was located within Victoria Land. Polar historian Beau Riffenburgh believes this was "a promise that should never ethically have been demanded and one that should never have been given, impacting as it might on the entire safety of Shackleton's expedition". The dispute soured relations between the two men (who nevertheless maintained public civilities), and would eventually lead to the complete rupture of Shackleton's formerly close friendship with Wilson.In his own account of the expedition Shackleton makes no reference to the wrangle with Scott. He merely states that "before we finally left England I had decided that if possible I would establish my base in King Edward VII Land instead of [...] McMurdo Sound".

What is the name of the person who signed a declaration stating that "I am leaving the McMurdo base to you"?

task001_quoref_question_generation

task001-017c0ef40c0643acac63fbca23b269c6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Shackleton's February 1907 announcement that he intended to base his expedition at the old Discovery headquarters was noted by Scott, whose own future Antarctic plans were at that stage unannounced. In a letter to Shackleton, Scott claimed priority rights to McMurdo Sound. "I feel I have a sort of right to my own field of work," he wrote, adding: "anyone who has had to do with exploration will regard this region primarily as mine". He concluded by reminding Shackleton of his duty of loyalty towards his former commander.Shackleton's initial reply was accommodating: "I would like to fall in with your views as far as possible without creating a position that would be untenable to myself". Edward Wilson, asked by Shackleton to mediate, took an even tougher line than Scott. "I think you should retire from McMurdo Sound", he wrote, advising Shackleton not to make any plans to work from anywhere in the entire Ross Sea quarter until Scott decided "what limits he puts on his own rights". To this Shackleton replied: "There is no doubt in my mind that his rights end at the base he asked for [...] I consider I have reached my limit and I go no further".The matter was unresolved when Scott returned from sea duty in May 1907. Scott pressed for a line of demarcation at 170° W—everything to the west of that line, including Ross Island, McMurdo Sound, and Victoria Land, would be Scott's preserve. Shackleton, with other concerns pressing on him, felt obliged to concede. On 17 May he signed a declaration stating that "I am leaving the McMurdo base to you", and that he would seek to land further east, either at the Barrier Inlet visited briefly during the Discovery Expedition, or at King Edward VII Land. He would not touch the coast of Victoria Land at all. It was a capitulation to Scott and Wilson, and meant forfeiting the expedition's aim of reaching the South Magnetic Pole which was located within Victoria Land. Polar historian Beau Riffenburgh believes this was "a promise that should never ethically have been demanded and one that should never have been given, impacting as it might on the entire safety of Shackleton's expedition". The dispute soured relations between the two men (who nevertheless maintained public civilities), and would eventually lead to the complete rupture of Shackleton's formerly close friendship with Wilson.In his own account of the expedition Shackleton makes no reference to the wrangle with Scott. He merely states that "before we finally left England I had decided that if possible I would establish my base in King Edward VII Land instead of [...] McMurdo Sound".

What is the name of the person to whom Shackleton stated that he is leaving the McMurdo base in a signed declaration?

task001_quoref_question_generation

task001-017c0ef40c0643acac63fbca23b269c6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Shackleton's February 1907 announcement that he intended to base his expedition at the old Discovery headquarters was noted by Scott, whose own future Antarctic plans were at that stage unannounced. In a letter to Shackleton, Scott claimed priority rights to McMurdo Sound. "I feel I have a sort of right to my own field of work," he wrote, adding: "anyone who has had to do with exploration will regard this region primarily as mine". He concluded by reminding Shackleton of his duty of loyalty towards his former commander.Shackleton's initial reply was accommodating: "I would like to fall in with your views as far as possible without creating a position that would be untenable to myself". Edward Wilson, asked by Shackleton to mediate, took an even tougher line than Scott. "I think you should retire from McMurdo Sound", he wrote, advising Shackleton not to make any plans to work from anywhere in the entire Ross Sea quarter until Scott decided "what limits he puts on his own rights". To this Shackleton replied: "There is no doubt in my mind that his rights end at the base he asked for [...] I consider I have reached my limit and I go no further".The matter was unresolved when Scott returned from sea duty in May 1907. Scott pressed for a line of demarcation at 170° W—everything to the west of that line, including Ross Island, McMurdo Sound, and Victoria Land, would be Scott's preserve. Shackleton, with other concerns pressing on him, felt obliged to concede. On 17 May he signed a declaration stating that "I am leaving the McMurdo base to you", and that he would seek to land further east, either at the Barrier Inlet visited briefly during the Discovery Expedition, or at King Edward VII Land. He would not touch the coast of Victoria Land at all. It was a capitulation to Scott and Wilson, and meant forfeiting the expedition's aim of reaching the South Magnetic Pole which was located within Victoria Land. Polar historian Beau Riffenburgh believes this was "a promise that should never ethically have been demanded and one that should never have been given, impacting as it might on the entire safety of Shackleton's expedition". The dispute soured relations between the two men (who nevertheless maintained public civilities), and would eventually lead to the complete rupture of Shackleton's formerly close friendship with Wilson.In his own account of the expedition Shackleton makes no reference to the wrangle with Scott. He merely states that "before we finally left England I had decided that if possible I would establish my base in King Edward VII Land instead of [...] McMurdo Sound".

What is the name of the person who stated that he would seek to land further east, either at the Barrier Inlet visited briefly during the Discovery Expedition, or at King Edward VII Land?

task001_quoref_question_generation

task001-017c0ef40c0643acac63fbca23b269c6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Shackleton's February 1907 announcement that he intended to base his expedition at the old Discovery headquarters was noted by Scott, whose own future Antarctic plans were at that stage unannounced. In a letter to Shackleton, Scott claimed priority rights to McMurdo Sound. "I feel I have a sort of right to my own field of work," he wrote, adding: "anyone who has had to do with exploration will regard this region primarily as mine". He concluded by reminding Shackleton of his duty of loyalty towards his former commander.Shackleton's initial reply was accommodating: "I would like to fall in with your views as far as possible without creating a position that would be untenable to myself". Edward Wilson, asked by Shackleton to mediate, took an even tougher line than Scott. "I think you should retire from McMurdo Sound", he wrote, advising Shackleton not to make any plans to work from anywhere in the entire Ross Sea quarter until Scott decided "what limits he puts on his own rights". To this Shackleton replied: "There is no doubt in my mind that his rights end at the base he asked for [...] I consider I have reached my limit and I go no further".The matter was unresolved when Scott returned from sea duty in May 1907. Scott pressed for a line of demarcation at 170° W—everything to the west of that line, including Ross Island, McMurdo Sound, and Victoria Land, would be Scott's preserve. Shackleton, with other concerns pressing on him, felt obliged to concede. On 17 May he signed a declaration stating that "I am leaving the McMurdo base to you", and that he would seek to land further east, either at the Barrier Inlet visited briefly during the Discovery Expedition, or at King Edward VII Land. He would not touch the coast of Victoria Land at all. It was a capitulation to Scott and Wilson, and meant forfeiting the expedition's aim of reaching the South Magnetic Pole which was located within Victoria Land. Polar historian Beau Riffenburgh believes this was "a promise that should never ethically have been demanded and one that should never have been given, impacting as it might on the entire safety of Shackleton's expedition". The dispute soured relations between the two men (who nevertheless maintained public civilities), and would eventually lead to the complete rupture of Shackleton's formerly close friendship with Wilson.In his own account of the expedition Shackleton makes no reference to the wrangle with Scott. He merely states that "before we finally left England I had decided that if possible I would establish my base in King Edward VII Land instead of [...] McMurdo Sound".

What is the name of the person who claimed he would not touch the coast of Victoria Land at all?

task001_quoref_question_generation

task001-017c0ef40c0643acac63fbca23b269c6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Shackleton's February 1907 announcement that he intended to base his expedition at the old Discovery headquarters was noted by Scott, whose own future Antarctic plans were at that stage unannounced. In a letter to Shackleton, Scott claimed priority rights to McMurdo Sound. "I feel I have a sort of right to my own field of work," he wrote, adding: "anyone who has had to do with exploration will regard this region primarily as mine". He concluded by reminding Shackleton of his duty of loyalty towards his former commander.Shackleton's initial reply was accommodating: "I would like to fall in with your views as far as possible without creating a position that would be untenable to myself". Edward Wilson, asked by Shackleton to mediate, took an even tougher line than Scott. "I think you should retire from McMurdo Sound", he wrote, advising Shackleton not to make any plans to work from anywhere in the entire Ross Sea quarter until Scott decided "what limits he puts on his own rights". To this Shackleton replied: "There is no doubt in my mind that his rights end at the base he asked for [...] I consider I have reached my limit and I go no further".The matter was unresolved when Scott returned from sea duty in May 1907. Scott pressed for a line of demarcation at 170° W—everything to the west of that line, including Ross Island, McMurdo Sound, and Victoria Land, would be Scott's preserve. Shackleton, with other concerns pressing on him, felt obliged to concede. On 17 May he signed a declaration stating that "I am leaving the McMurdo base to you", and that he would seek to land further east, either at the Barrier Inlet visited briefly during the Discovery Expedition, or at King Edward VII Land. He would not touch the coast of Victoria Land at all. It was a capitulation to Scott and Wilson, and meant forfeiting the expedition's aim of reaching the South Magnetic Pole which was located within Victoria Land. Polar historian Beau Riffenburgh believes this was "a promise that should never ethically have been demanded and one that should never have been given, impacting as it might on the entire safety of Shackleton's expedition". The dispute soured relations between the two men (who nevertheless maintained public civilities), and would eventually lead to the complete rupture of Shackleton's formerly close friendship with Wilson.In his own account of the expedition Shackleton makes no reference to the wrangle with Scott. He merely states that "before we finally left England I had decided that if possible I would establish my base in King Edward VII Land instead of [...] McMurdo Sound".

What are the specific names of the two men between whom the dispute soured relations?

task001_quoref_question_generation

task001-017c0ef40c0643acac63fbca23b269c6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Shackleton's February 1907 announcement that he intended to base his expedition at the old Discovery headquarters was noted by Scott, whose own future Antarctic plans were at that stage unannounced. In a letter to Shackleton, Scott claimed priority rights to McMurdo Sound. "I feel I have a sort of right to my own field of work," he wrote, adding: "anyone who has had to do with exploration will regard this region primarily as mine". He concluded by reminding Shackleton of his duty of loyalty towards his former commander.Shackleton's initial reply was accommodating: "I would like to fall in with your views as far as possible without creating a position that would be untenable to myself". Edward Wilson, asked by Shackleton to mediate, took an even tougher line than Scott. "I think you should retire from McMurdo Sound", he wrote, advising Shackleton not to make any plans to work from anywhere in the entire Ross Sea quarter until Scott decided "what limits he puts on his own rights". To this Shackleton replied: "There is no doubt in my mind that his rights end at the base he asked for [...] I consider I have reached my limit and I go no further".The matter was unresolved when Scott returned from sea duty in May 1907. Scott pressed for a line of demarcation at 170° W—everything to the west of that line, including Ross Island, McMurdo Sound, and Victoria Land, would be Scott's preserve. Shackleton, with other concerns pressing on him, felt obliged to concede. On 17 May he signed a declaration stating that "I am leaving the McMurdo base to you", and that he would seek to land further east, either at the Barrier Inlet visited briefly during the Discovery Expedition, or at King Edward VII Land. He would not touch the coast of Victoria Land at all. It was a capitulation to Scott and Wilson, and meant forfeiting the expedition's aim of reaching the South Magnetic Pole which was located within Victoria Land. Polar historian Beau Riffenburgh believes this was "a promise that should never ethically have been demanded and one that should never have been given, impacting as it might on the entire safety of Shackleton's expedition". The dispute soured relations between the two men (who nevertheless maintained public civilities), and would eventually lead to the complete rupture of Shackleton's formerly close friendship with Wilson.In his own account of the expedition Shackleton makes no reference to the wrangle with Scott. He merely states that "before we finally left England I had decided that if possible I would establish my base in King Edward VII Land instead of [...] McMurdo Sound".

What is the name of the person who states that "before we finally left England I had decided that if possible I would establish my base in King Edward VII Land instead of [...] McMurdo Sound"?

task001_quoref_question_generation

task001-73d26c347a8e48a28a5f2e8ad5358721

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1940, a replacement, Pilot Officer T. B. "Septic" Baird, is landing his Hawker Hurricane at "Pimpernel" Squadron's airfield. Just as he touches down, however, a straggler from an earlier mission taxis across his path. Septic's quick reactions allow him to "leapfrog" the other Hurricane, averting a costly disaster. His action, however, causes him to crash his replacement aircraft into the bungalow of Squadron Leader Barry Clinton at the end of the runway. This earns Septic the wrath of his new squadron leader, Bill Ponsford, because he damaged his fighter aircraft. The crash also injures the ligaments in Septic's neck, which he is able to self-diagnose, as he had been a medical student before the war. The next morning, Septic is told by Group Captain "Tiger" Small that he will not be able to fly until his neck is healed, so he will instead serve in the operations room for the time being. Several days later, with the risk of a bombing attack on the airfield, and all of Pimpernel Squadron's Hurricanes scrambled, Tiger orders all aircraft to take off and fly out of harm's way until the raid is over. With Tiger quickly assembling all available pilots and finding aircraft to fly, Septic wins a foot race with Small to claim the last spare Hurricane for himself. He then proceeds to shoot down a Messerschmitt Bf 110 from the attacking force. His delight is short lived however when he is admonished by Small and Sqn Ldr Peter Moon for leaving his radio set to transmit, preventing the returning Hurricanes from being diverted to an undamaged airfield. A crestfallen Septic returns to his ground duties.

What is the nickname of the man who crashes into the bungalow while landing?

task001_quoref_question_generation

task001-73d26c347a8e48a28a5f2e8ad5358721

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1940, a replacement, Pilot Officer T. B. "Septic" Baird, is landing his Hawker Hurricane at "Pimpernel" Squadron's airfield. Just as he touches down, however, a straggler from an earlier mission taxis across his path. Septic's quick reactions allow him to "leapfrog" the other Hurricane, averting a costly disaster. His action, however, causes him to crash his replacement aircraft into the bungalow of Squadron Leader Barry Clinton at the end of the runway. This earns Septic the wrath of his new squadron leader, Bill Ponsford, because he damaged his fighter aircraft. The crash also injures the ligaments in Septic's neck, which he is able to self-diagnose, as he had been a medical student before the war. The next morning, Septic is told by Group Captain "Tiger" Small that he will not be able to fly until his neck is healed, so he will instead serve in the operations room for the time being. Several days later, with the risk of a bombing attack on the airfield, and all of Pimpernel Squadron's Hurricanes scrambled, Tiger orders all aircraft to take off and fly out of harm's way until the raid is over. With Tiger quickly assembling all available pilots and finding aircraft to fly, Septic wins a foot race with Small to claim the last spare Hurricane for himself. He then proceeds to shoot down a Messerschmitt Bf 110 from the attacking force. His delight is short lived however when he is admonished by Small and Sqn Ldr Peter Moon for leaving his radio set to transmit, preventing the returning Hurricanes from being diverted to an undamaged airfield. A crestfallen Septic returns to his ground duties.

What is the nickname of the person that the squadron leader angry with after his fighter aircraft is damaged?

task001_quoref_question_generation

task001-73d26c347a8e48a28a5f2e8ad5358721

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 1940, a replacement, Pilot Officer T. B. "Septic" Baird, is landing his Hawker Hurricane at "Pimpernel" Squadron's airfield. Just as he touches down, however, a straggler from an earlier mission taxis across his path. Septic's quick reactions allow him to "leapfrog" the other Hurricane, averting a costly disaster. His action, however, causes him to crash his replacement aircraft into the bungalow of Squadron Leader Barry Clinton at the end of the runway. This earns Septic the wrath of his new squadron leader, Bill Ponsford, because he damaged his fighter aircraft. The crash also injures the ligaments in Septic's neck, which he is able to self-diagnose, as he had been a medical student before the war. The next morning, Septic is told by Group Captain "Tiger" Small that he will not be able to fly until his neck is healed, so he will instead serve in the operations room for the time being. Several days later, with the risk of a bombing attack on the airfield, and all of Pimpernel Squadron's Hurricanes scrambled, Tiger orders all aircraft to take off and fly out of harm's way until the raid is over. With Tiger quickly assembling all available pilots and finding aircraft to fly, Septic wins a foot race with Small to claim the last spare Hurricane for himself. He then proceeds to shoot down a Messerschmitt Bf 110 from the attacking force. His delight is short lived however when he is admonished by Small and Sqn Ldr Peter Moon for leaving his radio set to transmit, preventing the returning Hurricanes from being diverted to an undamaged airfield. A crestfallen Septic returns to his ground duties.

What are the last names of the officers that ruin the delight of the Pilot officer after his aerial victory?

task001_quoref_question_generation

task001-9bbefc4ca5c64078856f243e04a431cc

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: While Clark Kent and Lois Lane are kept under house arrest as prisoners of war in Japan, Superman becomes a saboteur. In the Japanese City of Yokohama the Eleventh Hour strikes and a ship is turned over. Superman escapes searchlights while sirens go off and goes through a window, putting a barred grille back in place. Lois asks if Clark is awake, to which he asks who could sleep through a racket like this. Lois says the racket has been happening every night since they have been interned. Clark says it may be sabotage, which Lois also hopes. She wonders if Superman is responsible. A guard tells them to stop talking. A Japanese Official says the sabotage must stop at once. As the Eleventh Hour strikes, Clark looks at his watch and leaves the window, returning as Superman. He leaves the room by removing the grille and drags a ship over into the sea. Sabotage happens every night at the Eleventh Hour, and the Official again says the sabotage still must be stopped. Lois sees Superman as he leaps between buildings. She says outside Clark's room that it is Superman, she just saw him, and the Japanese have a 'swell chance' of catching him. However a guard covers her mouth from behind and drags her out. Notices are put up saying 'Warning! Superman One more act of Sabotage and the American Girl Reporter will be executed at once'. Superman sends another ship into the sea, but is buried under steel girders. Lois is taken out for execution with her hands tied. As Superman digs himself out she walks against the wall and is blindfolded. Superman sees the notice and is fired on, but leaps away. He shields Lois just as the bullets are fired, and leaps away with her. On a ship landing in America Lois is interviewed. She is asked by a reporter if Clark got away, but says he is still over there but Superman promised to look after him. As the Eleventh Hour strikes in Japan there is another explosion.

What are the first names of the people that the guard tells to stop talking?

task001_quoref_question_generation

task001-9bbefc4ca5c64078856f243e04a431cc

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: While Clark Kent and Lois Lane are kept under house arrest as prisoners of war in Japan, Superman becomes a saboteur. In the Japanese City of Yokohama the Eleventh Hour strikes and a ship is turned over. Superman escapes searchlights while sirens go off and goes through a window, putting a barred grille back in place. Lois asks if Clark is awake, to which he asks who could sleep through a racket like this. Lois says the racket has been happening every night since they have been interned. Clark says it may be sabotage, which Lois also hopes. She wonders if Superman is responsible. A guard tells them to stop talking. A Japanese Official says the sabotage must stop at once. As the Eleventh Hour strikes, Clark looks at his watch and leaves the window, returning as Superman. He leaves the room by removing the grille and drags a ship over into the sea. Sabotage happens every night at the Eleventh Hour, and the Official again says the sabotage still must be stopped. Lois sees Superman as he leaps between buildings. She says outside Clark's room that it is Superman, she just saw him, and the Japanese have a 'swell chance' of catching him. However a guard covers her mouth from behind and drags her out. Notices are put up saying 'Warning! Superman One more act of Sabotage and the American Girl Reporter will be executed at once'. Superman sends another ship into the sea, but is buried under steel girders. Lois is taken out for execution with her hands tied. As Superman digs himself out she walks against the wall and is blindfolded. Superman sees the notice and is fired on, but leaps away. He shields Lois just as the bullets are fired, and leaps away with her. On a ship landing in America Lois is interviewed. She is asked by a reporter if Clark got away, but says he is still over there but Superman promised to look after him. As the Eleventh Hour strikes in Japan there is another explosion.

What is the first name of the person that has their mouth covered by a guard?

task001_quoref_question_generation

task001-9bbefc4ca5c64078856f243e04a431cc

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: While Clark Kent and Lois Lane are kept under house arrest as prisoners of war in Japan, Superman becomes a saboteur. In the Japanese City of Yokohama the Eleventh Hour strikes and a ship is turned over. Superman escapes searchlights while sirens go off and goes through a window, putting a barred grille back in place. Lois asks if Clark is awake, to which he asks who could sleep through a racket like this. Lois says the racket has been happening every night since they have been interned. Clark says it may be sabotage, which Lois also hopes. She wonders if Superman is responsible. A guard tells them to stop talking. A Japanese Official says the sabotage must stop at once. As the Eleventh Hour strikes, Clark looks at his watch and leaves the window, returning as Superman. He leaves the room by removing the grille and drags a ship over into the sea. Sabotage happens every night at the Eleventh Hour, and the Official again says the sabotage still must be stopped. Lois sees Superman as he leaps between buildings. She says outside Clark's room that it is Superman, she just saw him, and the Japanese have a 'swell chance' of catching him. However a guard covers her mouth from behind and drags her out. Notices are put up saying 'Warning! Superman One more act of Sabotage and the American Girl Reporter will be executed at once'. Superman sends another ship into the sea, but is buried under steel girders. Lois is taken out for execution with her hands tied. As Superman digs himself out she walks against the wall and is blindfolded. Superman sees the notice and is fired on, but leaps away. He shields Lois just as the bullets are fired, and leaps away with her. On a ship landing in America Lois is interviewed. She is asked by a reporter if Clark got away, but says he is still over there but Superman promised to look after him. As the Eleventh Hour strikes in Japan there is another explosion.

What is the first name of the person that is referred to as American Girl Reporter?

task001_quoref_question_generation

task001-9bbefc4ca5c64078856f243e04a431cc

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: While Clark Kent and Lois Lane are kept under house arrest as prisoners of war in Japan, Superman becomes a saboteur. In the Japanese City of Yokohama the Eleventh Hour strikes and a ship is turned over. Superman escapes searchlights while sirens go off and goes through a window, putting a barred grille back in place. Lois asks if Clark is awake, to which he asks who could sleep through a racket like this. Lois says the racket has been happening every night since they have been interned. Clark says it may be sabotage, which Lois also hopes. She wonders if Superman is responsible. A guard tells them to stop talking. A Japanese Official says the sabotage must stop at once. As the Eleventh Hour strikes, Clark looks at his watch and leaves the window, returning as Superman. He leaves the room by removing the grille and drags a ship over into the sea. Sabotage happens every night at the Eleventh Hour, and the Official again says the sabotage still must be stopped. Lois sees Superman as he leaps between buildings. She says outside Clark's room that it is Superman, she just saw him, and the Japanese have a 'swell chance' of catching him. However a guard covers her mouth from behind and drags her out. Notices are put up saying 'Warning! Superman One more act of Sabotage and the American Girl Reporter will be executed at once'. Superman sends another ship into the sea, but is buried under steel girders. Lois is taken out for execution with her hands tied. As Superman digs himself out she walks against the wall and is blindfolded. Superman sees the notice and is fired on, but leaps away. He shields Lois just as the bullets are fired, and leaps away with her. On a ship landing in America Lois is interviewed. She is asked by a reporter if Clark got away, but says he is still over there but Superman promised to look after him. As the Eleventh Hour strikes in Japan there is another explosion.

What is the first name of the person who is blindfolded?

task001_quoref_question_generation

task001-9bbefc4ca5c64078856f243e04a431cc

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: While Clark Kent and Lois Lane are kept under house arrest as prisoners of war in Japan, Superman becomes a saboteur. In the Japanese City of Yokohama the Eleventh Hour strikes and a ship is turned over. Superman escapes searchlights while sirens go off and goes through a window, putting a barred grille back in place. Lois asks if Clark is awake, to which he asks who could sleep through a racket like this. Lois says the racket has been happening every night since they have been interned. Clark says it may be sabotage, which Lois also hopes. She wonders if Superman is responsible. A guard tells them to stop talking. A Japanese Official says the sabotage must stop at once. As the Eleventh Hour strikes, Clark looks at his watch and leaves the window, returning as Superman. He leaves the room by removing the grille and drags a ship over into the sea. Sabotage happens every night at the Eleventh Hour, and the Official again says the sabotage still must be stopped. Lois sees Superman as he leaps between buildings. She says outside Clark's room that it is Superman, she just saw him, and the Japanese have a 'swell chance' of catching him. However a guard covers her mouth from behind and drags her out. Notices are put up saying 'Warning! Superman One more act of Sabotage and the American Girl Reporter will be executed at once'. Superman sends another ship into the sea, but is buried under steel girders. Lois is taken out for execution with her hands tied. As Superman digs himself out she walks against the wall and is blindfolded. Superman sees the notice and is fired on, but leaps away. He shields Lois just as the bullets are fired, and leaps away with her. On a ship landing in America Lois is interviewed. She is asked by a reporter if Clark got away, but says he is still over there but Superman promised to look after him. As the Eleventh Hour strikes in Japan there is another explosion.

What is the first name of the person that says that the Japanese have a 'swell chance' of catching Superman?

task001_quoref_question_generation

task001-9bbefc4ca5c64078856f243e04a431cc

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: While Clark Kent and Lois Lane are kept under house arrest as prisoners of war in Japan, Superman becomes a saboteur. In the Japanese City of Yokohama the Eleventh Hour strikes and a ship is turned over. Superman escapes searchlights while sirens go off and goes through a window, putting a barred grille back in place. Lois asks if Clark is awake, to which he asks who could sleep through a racket like this. Lois says the racket has been happening every night since they have been interned. Clark says it may be sabotage, which Lois also hopes. She wonders if Superman is responsible. A guard tells them to stop talking. A Japanese Official says the sabotage must stop at once. As the Eleventh Hour strikes, Clark looks at his watch and leaves the window, returning as Superman. He leaves the room by removing the grille and drags a ship over into the sea. Sabotage happens every night at the Eleventh Hour, and the Official again says the sabotage still must be stopped. Lois sees Superman as he leaps between buildings. She says outside Clark's room that it is Superman, she just saw him, and the Japanese have a 'swell chance' of catching him. However a guard covers her mouth from behind and drags her out. Notices are put up saying 'Warning! Superman One more act of Sabotage and the American Girl Reporter will be executed at once'. Superman sends another ship into the sea, but is buried under steel girders. Lois is taken out for execution with her hands tied. As Superman digs himself out she walks against the wall and is blindfolded. Superman sees the notice and is fired on, but leaps away. He shields Lois just as the bullets are fired, and leaps away with her. On a ship landing in America Lois is interviewed. She is asked by a reporter if Clark got away, but says he is still over there but Superman promised to look after him. As the Eleventh Hour strikes in Japan there is another explosion.

What was the full name of the American Girl Reporter?

task001_quoref_question_generation

task001-5a106dc09cce48f4a575ece78aaf80c7

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Seattle was awarded a Major League Baseball franchise, the Seattle Pilots, in 1969. The team played at Sick's Stadium in Mount Baker for one season before relocating to Milwaukee and becoming the Milwaukee Brewers. The city, county, and state governments sued the league and was offered a second expansion team, the Seattle Mariners, who began play at the Kingdome in 1977. The Mariners struggled in the stadium and moved to a purpose-built baseball stadium, T-Mobile Park (formerly Safeco Field), in 1999. The Mariners have never reached a World Series and only appeared in the MLB playoffs four times, all between 1995 and 2001, despite having Hall of Fame players and candidates like Ken Griffey Jr., Randy Johnson, Ichiro, and Alex Rodriguez. The team tied the all-time single regular season wins record in 2001 with 116 wins. Since 2001, the Mariners have failed to qualify for the playoffs—the longest active postseason drought in North American sports, at 17 seasons. From 1967 to 2008 Seattle was also home to a National Basketball Association (NBA) franchise: the Seattle SuperSonics, who were the 1978–79 NBA champions. The SuperSonics relocated to Oklahoma City and became the Oklahoma City Thunder for the 2008–09 season.The Major League Baseball All-Star Game was held in Seattle twice, first at the Kingdome in 1979 and again at Safeco Field in 2001. The NBA All-Star Game was also held in Seattle twice: the first in 1974 at the Seattle Center Coliseum and the second in 1987 at the Kingdome.Seattle also boasts two collegiate sports teams based at the University of Washington and Seattle University, both competing in NCAA Division I for various sports. The University of Washington's athletic program, nicknamed the Huskies, competes in the Pac-12 Conference, and Seattle University's athletic program, nicknamed the Redhawks, mostly competes in the Western Athletic Conference. The Huskies teams use several facilities, including the 70,000-seat Husky Stadium for football and the Hec Edmundson Pavilion for basketball and volleyball. The two schools have basketball and soccer teams that compete against each other in non-conference games and have formed a local rivalry due to their sporting success.The Seattle Thunderbirds hockey team plays in the Canadian major-junior Western Hockey League and are based in the Seattle suburb of Kent. Seattle successfully applied for a new expansion team with the National Hockey League, which will make its first appearance in 2021. Seattle plans to renovate KeyArena to use for the possible NHL team. On March 1, 2018, a ticket drive began to gauge interests in season ticket deposits. Oak View reported that their initial goal of 10,000 deposits was surpassed in 12 minutes, and that they received 25,000 deposits in 75 minutes.

What league will be bringing an expansion team in 2021 to the city that once housed the Seattle Supersonics?

task001_quoref_question_generation

task001-5a106dc09cce48f4a575ece78aaf80c7

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Seattle was awarded a Major League Baseball franchise, the Seattle Pilots, in 1969. The team played at Sick's Stadium in Mount Baker for one season before relocating to Milwaukee and becoming the Milwaukee Brewers. The city, county, and state governments sued the league and was offered a second expansion team, the Seattle Mariners, who began play at the Kingdome in 1977. The Mariners struggled in the stadium and moved to a purpose-built baseball stadium, T-Mobile Park (formerly Safeco Field), in 1999. The Mariners have never reached a World Series and only appeared in the MLB playoffs four times, all between 1995 and 2001, despite having Hall of Fame players and candidates like Ken Griffey Jr., Randy Johnson, Ichiro, and Alex Rodriguez. The team tied the all-time single regular season wins record in 2001 with 116 wins. Since 2001, the Mariners have failed to qualify for the playoffs—the longest active postseason drought in North American sports, at 17 seasons. From 1967 to 2008 Seattle was also home to a National Basketball Association (NBA) franchise: the Seattle SuperSonics, who were the 1978–79 NBA champions. The SuperSonics relocated to Oklahoma City and became the Oklahoma City Thunder for the 2008–09 season.The Major League Baseball All-Star Game was held in Seattle twice, first at the Kingdome in 1979 and again at Safeco Field in 2001. The NBA All-Star Game was also held in Seattle twice: the first in 1974 at the Seattle Center Coliseum and the second in 1987 at the Kingdome.Seattle also boasts two collegiate sports teams based at the University of Washington and Seattle University, both competing in NCAA Division I for various sports. The University of Washington's athletic program, nicknamed the Huskies, competes in the Pac-12 Conference, and Seattle University's athletic program, nicknamed the Redhawks, mostly competes in the Western Athletic Conference. The Huskies teams use several facilities, including the 70,000-seat Husky Stadium for football and the Hec Edmundson Pavilion for basketball and volleyball. The two schools have basketball and soccer teams that compete against each other in non-conference games and have formed a local rivalry due to their sporting success.The Seattle Thunderbirds hockey team plays in the Canadian major-junior Western Hockey League and are based in the Seattle suburb of Kent. Seattle successfully applied for a new expansion team with the National Hockey League, which will make its first appearance in 2021. Seattle plans to renovate KeyArena to use for the possible NHL team. On March 1, 2018, a ticket drive began to gauge interests in season ticket deposits. Oak View reported that their initial goal of 10,000 deposits was surpassed in 12 minutes, and that they received 25,000 deposits in 75 minutes.

What arena will the city that held the NBA All-Star game twice renovate for possible use for an NHL expansion team?

task001_quoref_question_generation

task001-5a106dc09cce48f4a575ece78aaf80c7

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Seattle was awarded a Major League Baseball franchise, the Seattle Pilots, in 1969. The team played at Sick's Stadium in Mount Baker for one season before relocating to Milwaukee and becoming the Milwaukee Brewers. The city, county, and state governments sued the league and was offered a second expansion team, the Seattle Mariners, who began play at the Kingdome in 1977. The Mariners struggled in the stadium and moved to a purpose-built baseball stadium, T-Mobile Park (formerly Safeco Field), in 1999. The Mariners have never reached a World Series and only appeared in the MLB playoffs four times, all between 1995 and 2001, despite having Hall of Fame players and candidates like Ken Griffey Jr., Randy Johnson, Ichiro, and Alex Rodriguez. The team tied the all-time single regular season wins record in 2001 with 116 wins. Since 2001, the Mariners have failed to qualify for the playoffs—the longest active postseason drought in North American sports, at 17 seasons. From 1967 to 2008 Seattle was also home to a National Basketball Association (NBA) franchise: the Seattle SuperSonics, who were the 1978–79 NBA champions. The SuperSonics relocated to Oklahoma City and became the Oklahoma City Thunder for the 2008–09 season.The Major League Baseball All-Star Game was held in Seattle twice, first at the Kingdome in 1979 and again at Safeco Field in 2001. The NBA All-Star Game was also held in Seattle twice: the first in 1974 at the Seattle Center Coliseum and the second in 1987 at the Kingdome.Seattle also boasts two collegiate sports teams based at the University of Washington and Seattle University, both competing in NCAA Division I for various sports. The University of Washington's athletic program, nicknamed the Huskies, competes in the Pac-12 Conference, and Seattle University's athletic program, nicknamed the Redhawks, mostly competes in the Western Athletic Conference. The Huskies teams use several facilities, including the 70,000-seat Husky Stadium for football and the Hec Edmundson Pavilion for basketball and volleyball. The two schools have basketball and soccer teams that compete against each other in non-conference games and have formed a local rivalry due to their sporting success.The Seattle Thunderbirds hockey team plays in the Canadian major-junior Western Hockey League and are based in the Seattle suburb of Kent. Seattle successfully applied for a new expansion team with the National Hockey League, which will make its first appearance in 2021. Seattle plans to renovate KeyArena to use for the possible NHL team. On March 1, 2018, a ticket drive began to gauge interests in season ticket deposits. Oak View reported that their initial goal of 10,000 deposits was surpassed in 12 minutes, and that they received 25,000 deposits in 75 minutes.

What is the name of the Canadian major-junior hockey team that plus in the Kent suburb of the city that is home to the Seattle Mariners?

task001_quoref_question_generation

task001-5a106dc09cce48f4a575ece78aaf80c7

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Seattle was awarded a Major League Baseball franchise, the Seattle Pilots, in 1969. The team played at Sick's Stadium in Mount Baker for one season before relocating to Milwaukee and becoming the Milwaukee Brewers. The city, county, and state governments sued the league and was offered a second expansion team, the Seattle Mariners, who began play at the Kingdome in 1977. The Mariners struggled in the stadium and moved to a purpose-built baseball stadium, T-Mobile Park (formerly Safeco Field), in 1999. The Mariners have never reached a World Series and only appeared in the MLB playoffs four times, all between 1995 and 2001, despite having Hall of Fame players and candidates like Ken Griffey Jr., Randy Johnson, Ichiro, and Alex Rodriguez. The team tied the all-time single regular season wins record in 2001 with 116 wins. Since 2001, the Mariners have failed to qualify for the playoffs—the longest active postseason drought in North American sports, at 17 seasons. From 1967 to 2008 Seattle was also home to a National Basketball Association (NBA) franchise: the Seattle SuperSonics, who were the 1978–79 NBA champions. The SuperSonics relocated to Oklahoma City and became the Oklahoma City Thunder for the 2008–09 season.The Major League Baseball All-Star Game was held in Seattle twice, first at the Kingdome in 1979 and again at Safeco Field in 2001. The NBA All-Star Game was also held in Seattle twice: the first in 1974 at the Seattle Center Coliseum and the second in 1987 at the Kingdome.Seattle also boasts two collegiate sports teams based at the University of Washington and Seattle University, both competing in NCAA Division I for various sports. The University of Washington's athletic program, nicknamed the Huskies, competes in the Pac-12 Conference, and Seattle University's athletic program, nicknamed the Redhawks, mostly competes in the Western Athletic Conference. The Huskies teams use several facilities, including the 70,000-seat Husky Stadium for football and the Hec Edmundson Pavilion for basketball and volleyball. The two schools have basketball and soccer teams that compete against each other in non-conference games and have formed a local rivalry due to their sporting success.The Seattle Thunderbirds hockey team plays in the Canadian major-junior Western Hockey League and are based in the Seattle suburb of Kent. Seattle successfully applied for a new expansion team with the National Hockey League, which will make its first appearance in 2021. Seattle plans to renovate KeyArena to use for the possible NHL team. On March 1, 2018, a ticket drive began to gauge interests in season ticket deposits. Oak View reported that their initial goal of 10,000 deposits was surpassed in 12 minutes, and that they received 25,000 deposits in 75 minutes.

What city did the NBA team that was based in Seattle relocate to in 2008?

task001_quoref_question_generation

task001-5a106dc09cce48f4a575ece78aaf80c7

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Seattle was awarded a Major League Baseball franchise, the Seattle Pilots, in 1969. The team played at Sick's Stadium in Mount Baker for one season before relocating to Milwaukee and becoming the Milwaukee Brewers. The city, county, and state governments sued the league and was offered a second expansion team, the Seattle Mariners, who began play at the Kingdome in 1977. The Mariners struggled in the stadium and moved to a purpose-built baseball stadium, T-Mobile Park (formerly Safeco Field), in 1999. The Mariners have never reached a World Series and only appeared in the MLB playoffs four times, all between 1995 and 2001, despite having Hall of Fame players and candidates like Ken Griffey Jr., Randy Johnson, Ichiro, and Alex Rodriguez. The team tied the all-time single regular season wins record in 2001 with 116 wins. Since 2001, the Mariners have failed to qualify for the playoffs—the longest active postseason drought in North American sports, at 17 seasons. From 1967 to 2008 Seattle was also home to a National Basketball Association (NBA) franchise: the Seattle SuperSonics, who were the 1978–79 NBA champions. The SuperSonics relocated to Oklahoma City and became the Oklahoma City Thunder for the 2008–09 season.The Major League Baseball All-Star Game was held in Seattle twice, first at the Kingdome in 1979 and again at Safeco Field in 2001. The NBA All-Star Game was also held in Seattle twice: the first in 1974 at the Seattle Center Coliseum and the second in 1987 at the Kingdome.Seattle also boasts two collegiate sports teams based at the University of Washington and Seattle University, both competing in NCAA Division I for various sports. The University of Washington's athletic program, nicknamed the Huskies, competes in the Pac-12 Conference, and Seattle University's athletic program, nicknamed the Redhawks, mostly competes in the Western Athletic Conference. The Huskies teams use several facilities, including the 70,000-seat Husky Stadium for football and the Hec Edmundson Pavilion for basketball and volleyball. The two schools have basketball and soccer teams that compete against each other in non-conference games and have formed a local rivalry due to their sporting success.The Seattle Thunderbirds hockey team plays in the Canadian major-junior Western Hockey League and are based in the Seattle suburb of Kent. Seattle successfully applied for a new expansion team with the National Hockey League, which will make its first appearance in 2021. Seattle plans to renovate KeyArena to use for the possible NHL team. On March 1, 2018, a ticket drive began to gauge interests in season ticket deposits. Oak View reported that their initial goal of 10,000 deposits was surpassed in 12 minutes, and that they received 25,000 deposits in 75 minutes.

What arena was the second NBA All-Star game held at in the city that's baseball team has never reached a World Series?

task001_quoref_question_generation

task001-7f04a886b3a944a5b596c487c84dddb8

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: During his life Etty had acquired followers such as Irish painters William Mulready and Daniel Maclise, but both rejected Etty's preoccupation with nudes. Mulready painted nudes but became best known for domestic genre paintings, while Maclise chose to specialise in more traditional history paintings and exhibited only one nude work in his career. One of the few painters who consciously attempted to continue Etty's style after his death was William Edward Frost, who had been an acquaintance of Etty's since 1825. In the early 1830s Frost painted on commission for Thomas Potts (whose 1833 commission of Etty to paint his daughter Elizabeth's portrait had been Etty's first significant portrait commission), and later was commissioned on Etty's recommendation to paint a portrait of Etty's cousin Thomas Bodley. Frost successfully imitated Etty throughout his career, to the extent that his figure studies and Etty's are often misattributed to each other. Although Frost eventually became a Royal Academician in 1870, by this time Etty's style of painting had badly fallen out of fashion.Victorian painting had gone through radical changes, and by the 1870s the realism of Etty and the Pre-Raphaelites had given way to the ideas of the Aesthetic Movement, abandoning the traditions of storytelling and moralising in favour of painting works designed for aesthetic appeal rather than for their narrative or subject. Although the aesthetic movement ultimately led to a brief revival of history painting, these works were in a very different style to Etty's. The new generation of history painters such as Edward Burne-Jones, Lawrence Alma-Tadema and Frederic Leighton sought to depict passivity, rather than the dynamism seen in previous works depicting the classical world. By the end of the 19th century, the value of all of Etty's works had fallen below their original prices. As the 20th century began, the increasingly influential Modernist movement, which came to dominate British art in the 20th century, drew its inspiration from Paul Cézanne and had little regard for 19th-century British painting.

What is the name of the man who's style the person who was commissioned by Thomas Potts in 1830 tried to continue?

task001_quoref_question_generation

task001-7f04a886b3a944a5b596c487c84dddb8

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: During his life Etty had acquired followers such as Irish painters William Mulready and Daniel Maclise, but both rejected Etty's preoccupation with nudes. Mulready painted nudes but became best known for domestic genre paintings, while Maclise chose to specialise in more traditional history paintings and exhibited only one nude work in his career. One of the few painters who consciously attempted to continue Etty's style after his death was William Edward Frost, who had been an acquaintance of Etty's since 1825. In the early 1830s Frost painted on commission for Thomas Potts (whose 1833 commission of Etty to paint his daughter Elizabeth's portrait had been Etty's first significant portrait commission), and later was commissioned on Etty's recommendation to paint a portrait of Etty's cousin Thomas Bodley. Frost successfully imitated Etty throughout his career, to the extent that his figure studies and Etty's are often misattributed to each other. Although Frost eventually became a Royal Academician in 1870, by this time Etty's style of painting had badly fallen out of fashion.Victorian painting had gone through radical changes, and by the 1870s the realism of Etty and the Pre-Raphaelites had given way to the ideas of the Aesthetic Movement, abandoning the traditions of storytelling and moralising in favour of painting works designed for aesthetic appeal rather than for their narrative or subject. Although the aesthetic movement ultimately led to a brief revival of history painting, these works were in a very different style to Etty's. The new generation of history painters such as Edward Burne-Jones, Lawrence Alma-Tadema and Frederic Leighton sought to depict passivity, rather than the dynamism seen in previous works depicting the classical world. By the end of the 19th century, the value of all of Etty's works had fallen below their original prices. As the 20th century began, the increasingly influential Modernist movement, which came to dominate British art in the 20th century, drew its inspiration from Paul Cézanne and had little regard for 19th-century British painting.

What is the name of the artist who's work dropped in value at the end of the 19th century?

task001_quoref_question_generation

task001-7f04a886b3a944a5b596c487c84dddb8

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: During his life Etty had acquired followers such as Irish painters William Mulready and Daniel Maclise, but both rejected Etty's preoccupation with nudes. Mulready painted nudes but became best known for domestic genre paintings, while Maclise chose to specialise in more traditional history paintings and exhibited only one nude work in his career. One of the few painters who consciously attempted to continue Etty's style after his death was William Edward Frost, who had been an acquaintance of Etty's since 1825. In the early 1830s Frost painted on commission for Thomas Potts (whose 1833 commission of Etty to paint his daughter Elizabeth's portrait had been Etty's first significant portrait commission), and later was commissioned on Etty's recommendation to paint a portrait of Etty's cousin Thomas Bodley. Frost successfully imitated Etty throughout his career, to the extent that his figure studies and Etty's are often misattributed to each other. Although Frost eventually became a Royal Academician in 1870, by this time Etty's style of painting had badly fallen out of fashion.Victorian painting had gone through radical changes, and by the 1870s the realism of Etty and the Pre-Raphaelites had given way to the ideas of the Aesthetic Movement, abandoning the traditions of storytelling and moralising in favour of painting works designed for aesthetic appeal rather than for their narrative or subject. Although the aesthetic movement ultimately led to a brief revival of history painting, these works were in a very different style to Etty's. The new generation of history painters such as Edward Burne-Jones, Lawrence Alma-Tadema and Frederic Leighton sought to depict passivity, rather than the dynamism seen in previous works depicting the classical world. By the end of the 19th century, the value of all of Etty's works had fallen below their original prices. As the 20th century began, the increasingly influential Modernist movement, which came to dominate British art in the 20th century, drew its inspiration from Paul Cézanne and had little regard for 19th-century British painting.

What is the name of the movement that began after the century where Etty's paintings dropped in value?

task001_quoref_question_generation

task001-7f04a886b3a944a5b596c487c84dddb8

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: During his life Etty had acquired followers such as Irish painters William Mulready and Daniel Maclise, but both rejected Etty's preoccupation with nudes. Mulready painted nudes but became best known for domestic genre paintings, while Maclise chose to specialise in more traditional history paintings and exhibited only one nude work in his career. One of the few painters who consciously attempted to continue Etty's style after his death was William Edward Frost, who had been an acquaintance of Etty's since 1825. In the early 1830s Frost painted on commission for Thomas Potts (whose 1833 commission of Etty to paint his daughter Elizabeth's portrait had been Etty's first significant portrait commission), and later was commissioned on Etty's recommendation to paint a portrait of Etty's cousin Thomas Bodley. Frost successfully imitated Etty throughout his career, to the extent that his figure studies and Etty's are often misattributed to each other. Although Frost eventually became a Royal Academician in 1870, by this time Etty's style of painting had badly fallen out of fashion.Victorian painting had gone through radical changes, and by the 1870s the realism of Etty and the Pre-Raphaelites had given way to the ideas of the Aesthetic Movement, abandoning the traditions of storytelling and moralising in favour of painting works designed for aesthetic appeal rather than for their narrative or subject. Although the aesthetic movement ultimately led to a brief revival of history painting, these works were in a very different style to Etty's. The new generation of history painters such as Edward Burne-Jones, Lawrence Alma-Tadema and Frederic Leighton sought to depict passivity, rather than the dynamism seen in previous works depicting the classical world. By the end of the 19th century, the value of all of Etty's works had fallen below their original prices. As the 20th century began, the increasingly influential Modernist movement, which came to dominate British art in the 20th century, drew its inspiration from Paul Cézanne and had little regard for 19th-century British painting.

What is the first name of the person whose figure studies and Etty's are often misattributed to each other?

task001_quoref_question_generation

task001-220212d5086949c5807aac4772e89041

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Billy leads a traveling troupe that jousts on motorcycles. "King William", as he styles himself, tries to lead the troupe according to his Arthurian ideals. However, the constant pressure of balancing those ideals against the modern day realities and financial pressures of running the organization are beginning to strain the group. Billy is also plagued by a recurring dream of a black bird. Tensions are exacerbated by Billy's constantly pushing himself despite being injured and the arrival of a promoter named Bontempi, who wants to represent the troupe. After Billy spends a night in jail watching a member of his troupe beaten because Billy has refused a payoff to a corrupt local cop, Billy returns to the fairground where the troupe is next to perform and is shocked that some members want to join with the promoter. His sense of betrayal is heightened when his queen, Linet, admits that her feelings for him may not be the reason she remains with the troupe. Things come to a head after Morgan, leader of the dissident faction who believes he should be king, wins the day's tournament and a fight breaks out between the troupe and rowdy members of the crowd. Billy faces an Indian rider with a black eagle crest on his breast plate, the black bird of his dreams. Billy defeats the Indian but aggravates his injury; later commissioning the Indian as a knight in his troupe. Morgan and several other riders leave the troupe to follow Bontempi. Billy's loyal supporter Alan also departs with his new girlfriend Julie and friend Bors to try to sort out his emotions. Billy and the remainder of the troupe settle at the fairground to await the dissidents' return.

What occupation is held by the man whom Billy refused to pay?

task001_quoref_question_generation

task001-220212d5086949c5807aac4772e89041

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Billy leads a traveling troupe that jousts on motorcycles. "King William", as he styles himself, tries to lead the troupe according to his Arthurian ideals. However, the constant pressure of balancing those ideals against the modern day realities and financial pressures of running the organization are beginning to strain the group. Billy is also plagued by a recurring dream of a black bird. Tensions are exacerbated by Billy's constantly pushing himself despite being injured and the arrival of a promoter named Bontempi, who wants to represent the troupe. After Billy spends a night in jail watching a member of his troupe beaten because Billy has refused a payoff to a corrupt local cop, Billy returns to the fairground where the troupe is next to perform and is shocked that some members want to join with the promoter. His sense of betrayal is heightened when his queen, Linet, admits that her feelings for him may not be the reason she remains with the troupe. Things come to a head after Morgan, leader of the dissident faction who believes he should be king, wins the day's tournament and a fight breaks out between the troupe and rowdy members of the crowd. Billy faces an Indian rider with a black eagle crest on his breast plate, the black bird of his dreams. Billy defeats the Indian but aggravates his injury; later commissioning the Indian as a knight in his troupe. Morgan and several other riders leave the troupe to follow Bontempi. Billy's loyal supporter Alan also departs with his new girlfriend Julie and friend Bors to try to sort out his emotions. Billy and the remainder of the troupe settle at the fairground to await the dissidents' return.

Where did King William go when he refused to payoff a cop?

task001_quoref_question_generation

task001-220212d5086949c5807aac4772e89041

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Billy leads a traveling troupe that jousts on motorcycles. "King William", as he styles himself, tries to lead the troupe according to his Arthurian ideals. However, the constant pressure of balancing those ideals against the modern day realities and financial pressures of running the organization are beginning to strain the group. Billy is also plagued by a recurring dream of a black bird. Tensions are exacerbated by Billy's constantly pushing himself despite being injured and the arrival of a promoter named Bontempi, who wants to represent the troupe. After Billy spends a night in jail watching a member of his troupe beaten because Billy has refused a payoff to a corrupt local cop, Billy returns to the fairground where the troupe is next to perform and is shocked that some members want to join with the promoter. His sense of betrayal is heightened when his queen, Linet, admits that her feelings for him may not be the reason she remains with the troupe. Things come to a head after Morgan, leader of the dissident faction who believes he should be king, wins the day's tournament and a fight breaks out between the troupe and rowdy members of the crowd. Billy faces an Indian rider with a black eagle crest on his breast plate, the black bird of his dreams. Billy defeats the Indian but aggravates his injury; later commissioning the Indian as a knight in his troupe. Morgan and several other riders leave the troupe to follow Bontempi. Billy's loyal supporter Alan also departs with his new girlfriend Julie and friend Bors to try to sort out his emotions. Billy and the remainder of the troupe settle at the fairground to await the dissidents' return.

What color is the creature of King William's dreams?

task001_quoref_question_generation

task001-688223d03989400c939aa04112a419e4

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: After immigrant Mireya Sanchez is deported, ICE / Homeland Security Investigations Special Agent Max Brogan takes care of her little son and brings him to the boy's grandparents in Mexico. Later the woman is found dead near the border. Brogan returns to the grandparents to tell them the bad news. Taslima Jahangir, a 15-year-old girl from Bangladesh, presents a paper at school promoting that people should try to understand the 9/11 hijackers. The school principal reports this to authorities. FBI agents raid the home and ransack the girl's room, reading her diaries and a school assignment on the ethics of suicide; they criticize her room as "too austere" and note that she has an account on an Islamic website. The profiler says this makes her look like a would-be suicide bomber. Taslima is not charged for this, but it turns out that she stays in the United States illegally. She was born in Bangladesh and brought to the United States at age three. Taslima's continued presence jeopardizes her chances and puts at risk her two younger siblings, who are US citizens because they were born in the country. Denise Frankel, the immigration defense attorney, suggests that instead of the whole family's being deported, Taslima can leave for Bangladesh with her mother while the rest of the family stays in the U.S.

Who is found dead near the border?

task001_quoref_question_generation

task001-688223d03989400c939aa04112a419e4

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: After immigrant Mireya Sanchez is deported, ICE / Homeland Security Investigations Special Agent Max Brogan takes care of her little son and brings him to the boy's grandparents in Mexico. Later the woman is found dead near the border. Brogan returns to the grandparents to tell them the bad news. Taslima Jahangir, a 15-year-old girl from Bangladesh, presents a paper at school promoting that people should try to understand the 9/11 hijackers. The school principal reports this to authorities. FBI agents raid the home and ransack the girl's room, reading her diaries and a school assignment on the ethics of suicide; they criticize her room as "too austere" and note that she has an account on an Islamic website. The profiler says this makes her look like a would-be suicide bomber. Taslima is not charged for this, but it turns out that she stays in the United States illegally. She was born in Bangladesh and brought to the United States at age three. Taslima's continued presence jeopardizes her chances and puts at risk her two younger siblings, who are US citizens because they were born in the country. Denise Frankel, the immigration defense attorney, suggests that instead of the whole family's being deported, Taslima can leave for Bangladesh with her mother while the rest of the family stays in the U.S.

What is the first name of the person that the defense attorney suggests leave the country?

task001_quoref_question_generation

task001-688223d03989400c939aa04112a419e4

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: After immigrant Mireya Sanchez is deported, ICE / Homeland Security Investigations Special Agent Max Brogan takes care of her little son and brings him to the boy's grandparents in Mexico. Later the woman is found dead near the border. Brogan returns to the grandparents to tell them the bad news. Taslima Jahangir, a 15-year-old girl from Bangladesh, presents a paper at school promoting that people should try to understand the 9/11 hijackers. The school principal reports this to authorities. FBI agents raid the home and ransack the girl's room, reading her diaries and a school assignment on the ethics of suicide; they criticize her room as "too austere" and note that she has an account on an Islamic website. The profiler says this makes her look like a would-be suicide bomber. Taslima is not charged for this, but it turns out that she stays in the United States illegally. She was born in Bangladesh and brought to the United States at age three. Taslima's continued presence jeopardizes her chances and puts at risk her two younger siblings, who are US citizens because they were born in the country. Denise Frankel, the immigration defense attorney, suggests that instead of the whole family's being deported, Taslima can leave for Bangladesh with her mother while the rest of the family stays in the U.S.

What is the last name of the man that brings the immigrants son to Mexico?

task001_quoref_question_generation

task001-47dc7ae6e1a94ef78676b121687837d5

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 a bar, Deb Clarington, a camera operator for the local news, sees an attractive man, Ryan Waverly. Although initially too insecure to approach him, her friend Ruby talks her into it. While awkwardly hitting on him, Deb is interrupted by Ryan's fiance, who breaks up with him when he refuses to accept a high-paying job at his father's company. The next thing Deb knows, she wakes in Ryan's bed with a hangover. Ryan asks her to leave, and after several attempts to seduce him, she reluctantly agrees, seeing people attack and cannibalize each other. Deb saves Ryan from a zombie attack, and they return to his apartment. Deb once again attempts to seduce Ryan, who is more concerned with checking on his family and ex-fiancee. Since he has no car, Deb agrees to help him. They first visit his elderly neighbor for supplies. Finding her apparently dead, they bicker over arrangements, only to be surprised when she rises as a zombie. After they kill her, Deb drops the supplies, alerting many zombies. The two flee to her car, agreeing that they will not stop until they reach Ryan's family. Along the way, Deb eagerly rams several zombies; Ryan objects, saying they may be treatable. Although skeptical of his idealistic optimism, Deb agrees not to unnecessarily kill them. Despite their earlier agreement, Deb takes a detour to visit to Ruby, who is now a zombie. Convinced the zombies may be treatable, Deb traps Ruby in the car's trunk. At Ryan's father's mansion, the two meet Chaz, Ryan's brother, who quizzes them on whether they are zombies before allowing them in. Ryan is reunited with Stacy, and Ryan's father, Frank, reveals that his water treatment plant spread the zombie virus to the town. When Deb pushes for more information, he blames the mayor for pushing an environmentally dangerous project, to Ryan's disgust.

Who owned the treatment plant that spread the zombie virus?

task001_quoref_question_generation

task001-47dc7ae6e1a94ef78676b121687837d5

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 a bar, Deb Clarington, a camera operator for the local news, sees an attractive man, Ryan Waverly. Although initially too insecure to approach him, her friend Ruby talks her into it. While awkwardly hitting on him, Deb is interrupted by Ryan's fiance, who breaks up with him when he refuses to accept a high-paying job at his father's company. The next thing Deb knows, she wakes in Ryan's bed with a hangover. Ryan asks her to leave, and after several attempts to seduce him, she reluctantly agrees, seeing people attack and cannibalize each other. Deb saves Ryan from a zombie attack, and they return to his apartment. Deb once again attempts to seduce Ryan, who is more concerned with checking on his family and ex-fiancee. Since he has no car, Deb agrees to help him. They first visit his elderly neighbor for supplies. Finding her apparently dead, they bicker over arrangements, only to be surprised when she rises as a zombie. After they kill her, Deb drops the supplies, alerting many zombies. The two flee to her car, agreeing that they will not stop until they reach Ryan's family. Along the way, Deb eagerly rams several zombies; Ryan objects, saying they may be treatable. Although skeptical of his idealistic optimism, Deb agrees not to unnecessarily kill them. Despite their earlier agreement, Deb takes a detour to visit to Ruby, who is now a zombie. Convinced the zombies may be treatable, Deb traps Ruby in the car's trunk. At Ryan's father's mansion, the two meet Chaz, Ryan's brother, who quizzes them on whether they are zombies before allowing them in. Ryan is reunited with Stacy, and Ryan's father, Frank, reveals that his water treatment plant spread the zombie virus to the town. When Deb pushes for more information, he blames the mayor for pushing an environmentally dangerous project, to Ryan's disgust.

Who is trapped in Deb Clarington's trunk?

task001_quoref_question_generation

task001-47dc7ae6e1a94ef78676b121687837d5

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 a bar, Deb Clarington, a camera operator for the local news, sees an attractive man, Ryan Waverly. Although initially too insecure to approach him, her friend Ruby talks her into it. While awkwardly hitting on him, Deb is interrupted by Ryan's fiance, who breaks up with him when he refuses to accept a high-paying job at his father's company. The next thing Deb knows, she wakes in Ryan's bed with a hangover. Ryan asks her to leave, and after several attempts to seduce him, she reluctantly agrees, seeing people attack and cannibalize each other. Deb saves Ryan from a zombie attack, and they return to his apartment. Deb once again attempts to seduce Ryan, who is more concerned with checking on his family and ex-fiancee. Since he has no car, Deb agrees to help him. They first visit his elderly neighbor for supplies. Finding her apparently dead, they bicker over arrangements, only to be surprised when she rises as a zombie. After they kill her, Deb drops the supplies, alerting many zombies. The two flee to her car, agreeing that they will not stop until they reach Ryan's family. Along the way, Deb eagerly rams several zombies; Ryan objects, saying they may be treatable. Although skeptical of his idealistic optimism, Deb agrees not to unnecessarily kill them. Despite their earlier agreement, Deb takes a detour to visit to Ruby, who is now a zombie. Convinced the zombies may be treatable, Deb traps Ruby in the car's trunk. At Ryan's father's mansion, the two meet Chaz, Ryan's brother, who quizzes them on whether they are zombies before allowing them in. Ryan is reunited with Stacy, and Ryan's father, Frank, reveals that his water treatment plant spread the zombie virus to the town. When Deb pushes for more information, he blames the mayor for pushing an environmentally dangerous project, to Ryan's disgust.

Which person rams several zombies with their car?

task001_quoref_question_generation

task001-47dc7ae6e1a94ef78676b121687837d5

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 a bar, Deb Clarington, a camera operator for the local news, sees an attractive man, Ryan Waverly. Although initially too insecure to approach him, her friend Ruby talks her into it. While awkwardly hitting on him, Deb is interrupted by Ryan's fiance, who breaks up with him when he refuses to accept a high-paying job at his father's company. The next thing Deb knows, she wakes in Ryan's bed with a hangover. Ryan asks her to leave, and after several attempts to seduce him, she reluctantly agrees, seeing people attack and cannibalize each other. Deb saves Ryan from a zombie attack, and they return to his apartment. Deb once again attempts to seduce Ryan, who is more concerned with checking on his family and ex-fiancee. Since he has no car, Deb agrees to help him. They first visit his elderly neighbor for supplies. Finding her apparently dead, they bicker over arrangements, only to be surprised when she rises as a zombie. After they kill her, Deb drops the supplies, alerting many zombies. The two flee to her car, agreeing that they will not stop until they reach Ryan's family. Along the way, Deb eagerly rams several zombies; Ryan objects, saying they may be treatable. Although skeptical of his idealistic optimism, Deb agrees not to unnecessarily kill them. Despite their earlier agreement, Deb takes a detour to visit to Ruby, who is now a zombie. Convinced the zombies may be treatable, Deb traps Ruby in the car's trunk. At Ryan's father's mansion, the two meet Chaz, Ryan's brother, who quizzes them on whether they are zombies before allowing them in. Ryan is reunited with Stacy, and Ryan's father, Frank, reveals that his water treatment plant spread the zombie virus to the town. When Deb pushes for more information, he blames the mayor for pushing an environmentally dangerous project, to Ryan's disgust.

Which person thinks the zomies may be treatable?

task001_quoref_question_generation

task001-47dc7ae6e1a94ef78676b121687837d5

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 a bar, Deb Clarington, a camera operator for the local news, sees an attractive man, Ryan Waverly. Although initially too insecure to approach him, her friend Ruby talks her into it. While awkwardly hitting on him, Deb is interrupted by Ryan's fiance, who breaks up with him when he refuses to accept a high-paying job at his father's company. The next thing Deb knows, she wakes in Ryan's bed with a hangover. Ryan asks her to leave, and after several attempts to seduce him, she reluctantly agrees, seeing people attack and cannibalize each other. Deb saves Ryan from a zombie attack, and they return to his apartment. Deb once again attempts to seduce Ryan, who is more concerned with checking on his family and ex-fiancee. Since he has no car, Deb agrees to help him. They first visit his elderly neighbor for supplies. Finding her apparently dead, they bicker over arrangements, only to be surprised when she rises as a zombie. After they kill her, Deb drops the supplies, alerting many zombies. The two flee to her car, agreeing that they will not stop until they reach Ryan's family. Along the way, Deb eagerly rams several zombies; Ryan objects, saying they may be treatable. Although skeptical of his idealistic optimism, Deb agrees not to unnecessarily kill them. Despite their earlier agreement, Deb takes a detour to visit to Ruby, who is now a zombie. Convinced the zombies may be treatable, Deb traps Ruby in the car's trunk. At Ryan's father's mansion, the two meet Chaz, Ryan's brother, who quizzes them on whether they are zombies before allowing them in. Ryan is reunited with Stacy, and Ryan's father, Frank, reveals that his water treatment plant spread the zombie virus to the town. When Deb pushes for more information, he blames the mayor for pushing an environmentally dangerous project, to Ryan's disgust.

What is the name of Ryan Waverly's fiance?

task001_quoref_question_generation

task001-47dc7ae6e1a94ef78676b121687837d5

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 a bar, Deb Clarington, a camera operator for the local news, sees an attractive man, Ryan Waverly. Although initially too insecure to approach him, her friend Ruby talks her into it. While awkwardly hitting on him, Deb is interrupted by Ryan's fiance, who breaks up with him when he refuses to accept a high-paying job at his father's company. The next thing Deb knows, she wakes in Ryan's bed with a hangover. Ryan asks her to leave, and after several attempts to seduce him, she reluctantly agrees, seeing people attack and cannibalize each other. Deb saves Ryan from a zombie attack, and they return to his apartment. Deb once again attempts to seduce Ryan, who is more concerned with checking on his family and ex-fiancee. Since he has no car, Deb agrees to help him. They first visit his elderly neighbor for supplies. Finding her apparently dead, they bicker over arrangements, only to be surprised when she rises as a zombie. After they kill her, Deb drops the supplies, alerting many zombies. The two flee to her car, agreeing that they will not stop until they reach Ryan's family. Along the way, Deb eagerly rams several zombies; Ryan objects, saying they may be treatable. Although skeptical of his idealistic optimism, Deb agrees not to unnecessarily kill them. Despite their earlier agreement, Deb takes a detour to visit to Ruby, who is now a zombie. Convinced the zombies may be treatable, Deb traps Ruby in the car's trunk. At Ryan's father's mansion, the two meet Chaz, Ryan's brother, who quizzes them on whether they are zombies before allowing them in. Ryan is reunited with Stacy, and Ryan's father, Frank, reveals that his water treatment plant spread the zombie virus to the town. When Deb pushes for more information, he blames the mayor for pushing an environmentally dangerous project, to Ryan's disgust.

Who blamed the major for pushing an enviromentally dangerous project?

task001_quoref_question_generation

task001-47dc7ae6e1a94ef78676b121687837d5

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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 a bar, Deb Clarington, a camera operator for the local news, sees an attractive man, Ryan Waverly. Although initially too insecure to approach him, her friend Ruby talks her into it. While awkwardly hitting on him, Deb is interrupted by Ryan's fiance, who breaks up with him when he refuses to accept a high-paying job at his father's company. The next thing Deb knows, she wakes in Ryan's bed with a hangover. Ryan asks her to leave, and after several attempts to seduce him, she reluctantly agrees, seeing people attack and cannibalize each other. Deb saves Ryan from a zombie attack, and they return to his apartment. Deb once again attempts to seduce Ryan, who is more concerned with checking on his family and ex-fiancee. Since he has no car, Deb agrees to help him. They first visit his elderly neighbor for supplies. Finding her apparently dead, they bicker over arrangements, only to be surprised when she rises as a zombie. After they kill her, Deb drops the supplies, alerting many zombies. The two flee to her car, agreeing that they will not stop until they reach Ryan's family. Along the way, Deb eagerly rams several zombies; Ryan objects, saying they may be treatable. Although skeptical of his idealistic optimism, Deb agrees not to unnecessarily kill them. Despite their earlier agreement, Deb takes a detour to visit to Ruby, who is now a zombie. Convinced the zombies may be treatable, Deb traps Ruby in the car's trunk. At Ryan's father's mansion, the two meet Chaz, Ryan's brother, who quizzes them on whether they are zombies before allowing them in. Ryan is reunited with Stacy, and Ryan's father, Frank, reveals that his water treatment plant spread the zombie virus to the town. When Deb pushes for more information, he blames the mayor for pushing an environmentally dangerous project, to Ryan's disgust.

What is Ryan Waverly's brothers name?

task001_quoref_question_generation

task001-195041ea94b5498fa653acec841d5371

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Curtis was the band's sole lyricist, and he typically composed his lyrics in a notebook, independently of the eventual music to evolve. The music itself was largely written by Sumner and Hook as the group jammed during rehearsals. Curtis's imagery and word choice often referenced "coldness, pressure, darkness, crisis, failure, collapse, loss of control". In 1979, NME journalist Paul Rambali wrote, "The themes of Joy Division's music are sorrowful, painful and sometimes deeply sad." Music journalist Jon Savage wrote that "Curtis's great lyrical achievement was to capture the underlying reality of a society in turmoil, and to make it both universal and personal," while noting that "the lyrics reflected, in mood and approach, his interest in romantic and science-fiction literature." Critic Robert Palmer wrote that William S. Burroughs and J. G. Ballard were "obvious influences" to Curtis, and Morris also remembered the singer reading T. S. Eliot. Deborah Curtis also remembered Curtis reading works by writers such as Fyodor Dostoevsky, Friedrich Nietzsche, Jean-Paul Sartre, Franz Kafka, and Hermann Hesse.Curtis was unwilling to explain the meaning behind his lyrics and Joy Division releases were absent of any lyric sheets. He told the fanzine Printed Noise, "We haven't got a message really; the lyrics are open to interpretation. They're multidimensional. You can read into them what you like." The other Joy Division members have said that at the time, they paid little attention to the contents of Curtis' lyrics. In a 1987 interview with Option, Morris said that they "just thought the songs were sort of sympathetic and more uplifting than depressing. But everyone's got their own opinion." Deborah Curtis recalled that only with the release of Closer did many who were close to the singer realise "[h]is intentions and feelings were all there within the lyrics". The surviving members regret not seeing the warning signs in Curtis's lyrics. Morris said that "it was only after Ian died that we sat down and listened to the lyrics...you'd find yourself thinking, 'Oh my God, I missed this one'. Because I'd look at Ian's lyrics and think how clever he was putting himself in the position of someone else. I never believed he was writing about himself. Looking back, how could I have been so bleedin' stupid? Of course he was writing about himself. But I didn't go in and grab him and ask, 'What's up?' I have to live with that".

What are the last names of the two people who Palmer said were obvious influences to Curtis?

task001_quoref_question_generation

task001-195041ea94b5498fa653acec841d5371

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Curtis was the band's sole lyricist, and he typically composed his lyrics in a notebook, independently of the eventual music to evolve. The music itself was largely written by Sumner and Hook as the group jammed during rehearsals. Curtis's imagery and word choice often referenced "coldness, pressure, darkness, crisis, failure, collapse, loss of control". In 1979, NME journalist Paul Rambali wrote, "The themes of Joy Division's music are sorrowful, painful and sometimes deeply sad." Music journalist Jon Savage wrote that "Curtis's great lyrical achievement was to capture the underlying reality of a society in turmoil, and to make it both universal and personal," while noting that "the lyrics reflected, in mood and approach, his interest in romantic and science-fiction literature." Critic Robert Palmer wrote that William S. Burroughs and J. G. Ballard were "obvious influences" to Curtis, and Morris also remembered the singer reading T. S. Eliot. Deborah Curtis also remembered Curtis reading works by writers such as Fyodor Dostoevsky, Friedrich Nietzsche, Jean-Paul Sartre, Franz Kafka, and Hermann Hesse.Curtis was unwilling to explain the meaning behind his lyrics and Joy Division releases were absent of any lyric sheets. He told the fanzine Printed Noise, "We haven't got a message really; the lyrics are open to interpretation. They're multidimensional. You can read into them what you like." The other Joy Division members have said that at the time, they paid little attention to the contents of Curtis' lyrics. In a 1987 interview with Option, Morris said that they "just thought the songs were sort of sympathetic and more uplifting than depressing. But everyone's got their own opinion." Deborah Curtis recalled that only with the release of Closer did many who were close to the singer realise "[h]is intentions and feelings were all there within the lyrics". The surviving members regret not seeing the warning signs in Curtis's lyrics. Morris said that "it was only after Ian died that we sat down and listened to the lyrics...you'd find yourself thinking, 'Oh my God, I missed this one'. Because I'd look at Ian's lyrics and think how clever he was putting himself in the position of someone else. I never believed he was writing about himself. Looking back, how could I have been so bleedin' stupid? Of course he was writing about himself. But I didn't go in and grab him and ask, 'What's up?' I have to live with that".

What was the first name of the person who died?

task001_quoref_question_generation

task001-195041ea94b5498fa653acec841d5371

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Curtis was the band's sole lyricist, and he typically composed his lyrics in a notebook, independently of the eventual music to evolve. The music itself was largely written by Sumner and Hook as the group jammed during rehearsals. Curtis's imagery and word choice often referenced "coldness, pressure, darkness, crisis, failure, collapse, loss of control". In 1979, NME journalist Paul Rambali wrote, "The themes of Joy Division's music are sorrowful, painful and sometimes deeply sad." Music journalist Jon Savage wrote that "Curtis's great lyrical achievement was to capture the underlying reality of a society in turmoil, and to make it both universal and personal," while noting that "the lyrics reflected, in mood and approach, his interest in romantic and science-fiction literature." Critic Robert Palmer wrote that William S. Burroughs and J. G. Ballard were "obvious influences" to Curtis, and Morris also remembered the singer reading T. S. Eliot. Deborah Curtis also remembered Curtis reading works by writers such as Fyodor Dostoevsky, Friedrich Nietzsche, Jean-Paul Sartre, Franz Kafka, and Hermann Hesse.Curtis was unwilling to explain the meaning behind his lyrics and Joy Division releases were absent of any lyric sheets. He told the fanzine Printed Noise, "We haven't got a message really; the lyrics are open to interpretation. They're multidimensional. You can read into them what you like." The other Joy Division members have said that at the time, they paid little attention to the contents of Curtis' lyrics. In a 1987 interview with Option, Morris said that they "just thought the songs were sort of sympathetic and more uplifting than depressing. But everyone's got their own opinion." Deborah Curtis recalled that only with the release of Closer did many who were close to the singer realise "[h]is intentions and feelings were all there within the lyrics". The surviving members regret not seeing the warning signs in Curtis's lyrics. Morris said that "it was only after Ian died that we sat down and listened to the lyrics...you'd find yourself thinking, 'Oh my God, I missed this one'. Because I'd look at Ian's lyrics and think how clever he was putting himself in the position of someone else. I never believed he was writing about himself. Looking back, how could I have been so bleedin' stupid? Of course he was writing about himself. But I didn't go in and grab him and ask, 'What's up?' I have to live with that".

What was the first name of the person who recalled that only with the release of Closer did many who were close to the singer realize Curtis' intentions and feelings were all there within the lyrics?

task001_quoref_question_generation

task001-195041ea94b5498fa653acec841d5371

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Curtis was the band's sole lyricist, and he typically composed his lyrics in a notebook, independently of the eventual music to evolve. The music itself was largely written by Sumner and Hook as the group jammed during rehearsals. Curtis's imagery and word choice often referenced "coldness, pressure, darkness, crisis, failure, collapse, loss of control". In 1979, NME journalist Paul Rambali wrote, "The themes of Joy Division's music are sorrowful, painful and sometimes deeply sad." Music journalist Jon Savage wrote that "Curtis's great lyrical achievement was to capture the underlying reality of a society in turmoil, and to make it both universal and personal," while noting that "the lyrics reflected, in mood and approach, his interest in romantic and science-fiction literature." Critic Robert Palmer wrote that William S. Burroughs and J. G. Ballard were "obvious influences" to Curtis, and Morris also remembered the singer reading T. S. Eliot. Deborah Curtis also remembered Curtis reading works by writers such as Fyodor Dostoevsky, Friedrich Nietzsche, Jean-Paul Sartre, Franz Kafka, and Hermann Hesse.Curtis was unwilling to explain the meaning behind his lyrics and Joy Division releases were absent of any lyric sheets. He told the fanzine Printed Noise, "We haven't got a message really; the lyrics are open to interpretation. They're multidimensional. You can read into them what you like." The other Joy Division members have said that at the time, they paid little attention to the contents of Curtis' lyrics. In a 1987 interview with Option, Morris said that they "just thought the songs were sort of sympathetic and more uplifting than depressing. But everyone's got their own opinion." Deborah Curtis recalled that only with the release of Closer did many who were close to the singer realise "[h]is intentions and feelings were all there within the lyrics". The surviving members regret not seeing the warning signs in Curtis's lyrics. Morris said that "it was only after Ian died that we sat down and listened to the lyrics...you'd find yourself thinking, 'Oh my God, I missed this one'. Because I'd look at Ian's lyrics and think how clever he was putting himself in the position of someone else. I never believed he was writing about himself. Looking back, how could I have been so bleedin' stupid? Of course he was writing about himself. But I didn't go in and grab him and ask, 'What's up?' I have to live with that".

What was the name of the person who gave an interview with Option in 1987?