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task001_quoref_question_generation

task001-4c596389d6264798bf413fe0c2ec52f7

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The MAUD Committee reports urged the co-operation with the United States should be continued in the research of nuclear fission. Charles C. Lauritsen, a Caltech physicist working at the National Defense Research Committee (NDRC), was in London during this time and was invited to sit in on a MAUD meeting. The committee pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device. Once he returned to the United States, he was able to brief Vannevar Bush, the director of the Office of Scientific Research and Development (OSRD), concerning the details discussed during the meeting.In August 1941, Mark Oliphant, the director of the physics department at the University of Birmingham and an original member of the MAUD Committee, was sent to the US to assist the NDRC on radar. During his visit he met with William D. Coolidge. Coolidge was shocked when Oliphant informed him that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons. While in America, Oliphant discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports transferred from Britain entailing the initial discoveries and had not informed the S-1 Committee members of all its findings.Oliphant took the initiative himself to enlighten the scientific community in the U.S. of the recent ground breaking discoveries the MAUD Committee had just exposed. Oliphant also travelled to Berkley to meet with Ernest Lawrence, inventor of the cyclotron. After Oliphant informed Lawrence of his report on uranium, Lawrence met with NDRC chairman James Bryant Conant, George B. Pegram, and Arthur Compton to relay the details which Oliphant had directed to Lawrence. Oliphant was not only able to get in touch with Lawrence, but he met with Conant and Bush to inform them of the significant data the MAUD had discovered. Oliphant’s ability to inform the Americans led to Oliphant convincing Lawrence, Lawrence convincing Compton, and then Kistiakowsky convincing Conant to move forward with nuclear weapons. These actions from Oliphant resulted in Bush taking this report directly to the president.

What is the first name of the person who took the report directly to the president?

task001_quoref_question_generation

task001-4c596389d6264798bf413fe0c2ec52f7

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The MAUD Committee reports urged the co-operation with the United States should be continued in the research of nuclear fission. Charles C. Lauritsen, a Caltech physicist working at the National Defense Research Committee (NDRC), was in London during this time and was invited to sit in on a MAUD meeting. The committee pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device. Once he returned to the United States, he was able to brief Vannevar Bush, the director of the Office of Scientific Research and Development (OSRD), concerning the details discussed during the meeting.In August 1941, Mark Oliphant, the director of the physics department at the University of Birmingham and an original member of the MAUD Committee, was sent to the US to assist the NDRC on radar. During his visit he met with William D. Coolidge. Coolidge was shocked when Oliphant informed him that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons. While in America, Oliphant discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports transferred from Britain entailing the initial discoveries and had not informed the S-1 Committee members of all its findings.Oliphant took the initiative himself to enlighten the scientific community in the U.S. of the recent ground breaking discoveries the MAUD Committee had just exposed. Oliphant also travelled to Berkley to meet with Ernest Lawrence, inventor of the cyclotron. After Oliphant informed Lawrence of his report on uranium, Lawrence met with NDRC chairman James Bryant Conant, George B. Pegram, and Arthur Compton to relay the details which Oliphant had directed to Lawrence. Oliphant was not only able to get in touch with Lawrence, but he met with Conant and Bush to inform them of the significant data the MAUD had discovered. Oliphant’s ability to inform the Americans led to Oliphant convincing Lawrence, Lawrence convincing Compton, and then Kistiakowsky convincing Conant to move forward with nuclear weapons. These actions from Oliphant resulted in Bush taking this report directly to the president.

What is the first name of the person who informed Coolidge that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons?

task001_quoref_question_generation

task001-4c596389d6264798bf413fe0c2ec52f7

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The MAUD Committee reports urged the co-operation with the United States should be continued in the research of nuclear fission. Charles C. Lauritsen, a Caltech physicist working at the National Defense Research Committee (NDRC), was in London during this time and was invited to sit in on a MAUD meeting. The committee pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device. Once he returned to the United States, he was able to brief Vannevar Bush, the director of the Office of Scientific Research and Development (OSRD), concerning the details discussed during the meeting.In August 1941, Mark Oliphant, the director of the physics department at the University of Birmingham and an original member of the MAUD Committee, was sent to the US to assist the NDRC on radar. During his visit he met with William D. Coolidge. Coolidge was shocked when Oliphant informed him that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons. While in America, Oliphant discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports transferred from Britain entailing the initial discoveries and had not informed the S-1 Committee members of all its findings.Oliphant took the initiative himself to enlighten the scientific community in the U.S. of the recent ground breaking discoveries the MAUD Committee had just exposed. Oliphant also travelled to Berkley to meet with Ernest Lawrence, inventor of the cyclotron. After Oliphant informed Lawrence of his report on uranium, Lawrence met with NDRC chairman James Bryant Conant, George B. Pegram, and Arthur Compton to relay the details which Oliphant had directed to Lawrence. Oliphant was not only able to get in touch with Lawrence, but he met with Conant and Bush to inform them of the significant data the MAUD had discovered. Oliphant’s ability to inform the Americans led to Oliphant convincing Lawrence, Lawrence convincing Compton, and then Kistiakowsky convincing Conant to move forward with nuclear weapons. These actions from Oliphant resulted in Bush taking this report directly to the president.

What is the first name of the person who discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports ?

task001_quoref_question_generation

task001-4c596389d6264798bf413fe0c2ec52f7

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The MAUD Committee reports urged the co-operation with the United States should be continued in the research of nuclear fission. Charles C. Lauritsen, a Caltech physicist working at the National Defense Research Committee (NDRC), was in London during this time and was invited to sit in on a MAUD meeting. The committee pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device. Once he returned to the United States, he was able to brief Vannevar Bush, the director of the Office of Scientific Research and Development (OSRD), concerning the details discussed during the meeting.In August 1941, Mark Oliphant, the director of the physics department at the University of Birmingham and an original member of the MAUD Committee, was sent to the US to assist the NDRC on radar. During his visit he met with William D. Coolidge. Coolidge was shocked when Oliphant informed him that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons. While in America, Oliphant discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports transferred from Britain entailing the initial discoveries and had not informed the S-1 Committee members of all its findings.Oliphant took the initiative himself to enlighten the scientific community in the U.S. of the recent ground breaking discoveries the MAUD Committee had just exposed. Oliphant also travelled to Berkley to meet with Ernest Lawrence, inventor of the cyclotron. After Oliphant informed Lawrence of his report on uranium, Lawrence met with NDRC chairman James Bryant Conant, George B. Pegram, and Arthur Compton to relay the details which Oliphant had directed to Lawrence. Oliphant was not only able to get in touch with Lawrence, but he met with Conant and Bush to inform them of the significant data the MAUD had discovered. Oliphant’s ability to inform the Americans led to Oliphant convincing Lawrence, Lawrence convincing Compton, and then Kistiakowsky convincing Conant to move forward with nuclear weapons. These actions from Oliphant resulted in Bush taking this report directly to the president.

What is the first name of the person who met with NDRC chairman James Bryant Conant, George B. Pegram, and Arthur Compton to relay the details which Oliphant had directed to him?

task001_quoref_question_generation

task001-4c596389d6264798bf413fe0c2ec52f7

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The MAUD Committee reports urged the co-operation with the United States should be continued in the research of nuclear fission. Charles C. Lauritsen, a Caltech physicist working at the National Defense Research Committee (NDRC), was in London during this time and was invited to sit in on a MAUD meeting. The committee pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device. Once he returned to the United States, he was able to brief Vannevar Bush, the director of the Office of Scientific Research and Development (OSRD), concerning the details discussed during the meeting.In August 1941, Mark Oliphant, the director of the physics department at the University of Birmingham and an original member of the MAUD Committee, was sent to the US to assist the NDRC on radar. During his visit he met with William D. Coolidge. Coolidge was shocked when Oliphant informed him that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons. While in America, Oliphant discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports transferred from Britain entailing the initial discoveries and had not informed the S-1 Committee members of all its findings.Oliphant took the initiative himself to enlighten the scientific community in the U.S. of the recent ground breaking discoveries the MAUD Committee had just exposed. Oliphant also travelled to Berkley to meet with Ernest Lawrence, inventor of the cyclotron. After Oliphant informed Lawrence of his report on uranium, Lawrence met with NDRC chairman James Bryant Conant, George B. Pegram, and Arthur Compton to relay the details which Oliphant had directed to Lawrence. Oliphant was not only able to get in touch with Lawrence, but he met with Conant and Bush to inform them of the significant data the MAUD had discovered. Oliphant’s ability to inform the Americans led to Oliphant convincing Lawrence, Lawrence convincing Compton, and then Kistiakowsky convincing Conant to move forward with nuclear weapons. These actions from Oliphant resulted in Bush taking this report directly to the president.

What is the first name of the person who convinced Lawrence to move forward with nuclear weapons?

task001_quoref_question_generation

task001-4c596389d6264798bf413fe0c2ec52f7

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The MAUD Committee reports urged the co-operation with the United States should be continued in the research of nuclear fission. Charles C. Lauritsen, a Caltech physicist working at the National Defense Research Committee (NDRC), was in London during this time and was invited to sit in on a MAUD meeting. The committee pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device. Once he returned to the United States, he was able to brief Vannevar Bush, the director of the Office of Scientific Research and Development (OSRD), concerning the details discussed during the meeting.In August 1941, Mark Oliphant, the director of the physics department at the University of Birmingham and an original member of the MAUD Committee, was sent to the US to assist the NDRC on radar. During his visit he met with William D. Coolidge. Coolidge was shocked when Oliphant informed him that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons. While in America, Oliphant discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports transferred from Britain entailing the initial discoveries and had not informed the S-1 Committee members of all its findings.Oliphant took the initiative himself to enlighten the scientific community in the U.S. of the recent ground breaking discoveries the MAUD Committee had just exposed. Oliphant also travelled to Berkley to meet with Ernest Lawrence, inventor of the cyclotron. After Oliphant informed Lawrence of his report on uranium, Lawrence met with NDRC chairman James Bryant Conant, George B. Pegram, and Arthur Compton to relay the details which Oliphant had directed to Lawrence. Oliphant was not only able to get in touch with Lawrence, but he met with Conant and Bush to inform them of the significant data the MAUD had discovered. Oliphant’s ability to inform the Americans led to Oliphant convincing Lawrence, Lawrence convincing Compton, and then Kistiakowsky convincing Conant to move forward with nuclear weapons. These actions from Oliphant resulted in Bush taking this report directly to the president.

What is the first name of the person who convinced Compton to move forward with nuclear weapons?

task001_quoref_question_generation

task001-4c596389d6264798bf413fe0c2ec52f7

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The MAUD Committee reports urged the co-operation with the United States should be continued in the research of nuclear fission. Charles C. Lauritsen, a Caltech physicist working at the National Defense Research Committee (NDRC), was in London during this time and was invited to sit in on a MAUD meeting. The committee pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device. Once he returned to the United States, he was able to brief Vannevar Bush, the director of the Office of Scientific Research and Development (OSRD), concerning the details discussed during the meeting.In August 1941, Mark Oliphant, the director of the physics department at the University of Birmingham and an original member of the MAUD Committee, was sent to the US to assist the NDRC on radar. During his visit he met with William D. Coolidge. Coolidge was shocked when Oliphant informed him that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons. While in America, Oliphant discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports transferred from Britain entailing the initial discoveries and had not informed the S-1 Committee members of all its findings.Oliphant took the initiative himself to enlighten the scientific community in the U.S. of the recent ground breaking discoveries the MAUD Committee had just exposed. Oliphant also travelled to Berkley to meet with Ernest Lawrence, inventor of the cyclotron. After Oliphant informed Lawrence of his report on uranium, Lawrence met with NDRC chairman James Bryant Conant, George B. Pegram, and Arthur Compton to relay the details which Oliphant had directed to Lawrence. Oliphant was not only able to get in touch with Lawrence, but he met with Conant and Bush to inform them of the significant data the MAUD had discovered. Oliphant’s ability to inform the Americans led to Oliphant convincing Lawrence, Lawrence convincing Compton, and then Kistiakowsky convincing Conant to move forward with nuclear weapons. These actions from Oliphant resulted in Bush taking this report directly to the president.

What is the first name of the person who Kistiakowsky convinced to move forward with nuclear weapons?

task001_quoref_question_generation

task001-4c596389d6264798bf413fe0c2ec52f7

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The MAUD Committee reports urged the co-operation with the United States should be continued in the research of nuclear fission. Charles C. Lauritsen, a Caltech physicist working at the National Defense Research Committee (NDRC), was in London during this time and was invited to sit in on a MAUD meeting. The committee pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device. Once he returned to the United States, he was able to brief Vannevar Bush, the director of the Office of Scientific Research and Development (OSRD), concerning the details discussed during the meeting.In August 1941, Mark Oliphant, the director of the physics department at the University of Birmingham and an original member of the MAUD Committee, was sent to the US to assist the NDRC on radar. During his visit he met with William D. Coolidge. Coolidge was shocked when Oliphant informed him that the British had predicted that only ten kilograms of uranium-235 would be sufficient to supply a chain reaction effected by fast moving neutrons. While in America, Oliphant discovered that the chairman of the OSRD S-1 Section, Lyman Briggs, had locked away the MAUD reports transferred from Britain entailing the initial discoveries and had not informed the S-1 Committee members of all its findings.Oliphant took the initiative himself to enlighten the scientific community in the U.S. of the recent ground breaking discoveries the MAUD Committee had just exposed. Oliphant also travelled to Berkley to meet with Ernest Lawrence, inventor of the cyclotron. After Oliphant informed Lawrence of his report on uranium, Lawrence met with NDRC chairman James Bryant Conant, George B. Pegram, and Arthur Compton to relay the details which Oliphant had directed to Lawrence. Oliphant was not only able to get in touch with Lawrence, but he met with Conant and Bush to inform them of the significant data the MAUD had discovered. Oliphant’s ability to inform the Americans led to Oliphant convincing Lawrence, Lawrence convincing Compton, and then Kistiakowsky convincing Conant to move forward with nuclear weapons. These actions from Oliphant resulted in Bush taking this report directly to the president.

What pushed for rapid development of nuclear weapons using gaseous-diffusion as their isotope separation device?

task001_quoref_question_generation

task001-e083f278feff488ca7d592b5047a2316

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Prominent criminal attorney Amos Strickland checks into the Lost Caverns Resort Hotel. His murdered body is later discovered by the bellboy, Freddie Phillips, who is implicated in the crime. Casey Edwards, the house detective, tries to clear Freddie, but Inspector Wellman and Sgt. Stone keep him in custody at his hotel room 'on the state'. Strickland's secretary Gregory Millford and seven of Strickland's former clients happen to be at the resort, and they are all suspects. These former clients are Swami Talpur, Angela Gordon, Mrs. Hargreave, T. Hanley Brooks, Lawrence Crandall, Mrs. Grimsby and Mike Relia. The bodies of Relia and the secretary Gregory Millford are found in Freddie's closet, and he and Casey try to move them and hide them. The former clients gather for a meeting and decide that they must conceal their pasts and that Freddie must take the blame for the three murders. They trick Freddie into signing a confession, and then want him dead. Angela tries to seduce him, but the police stop her when they fear she's poisoned the champagne, then the Swami attempts to hypnotize him into committing suicide but his stupidity saves him.

What's the full name of the person that the house detective helps move dead bodies?

task001_quoref_question_generation

task001-e083f278feff488ca7d592b5047a2316

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Prominent criminal attorney Amos Strickland checks into the Lost Caverns Resort Hotel. His murdered body is later discovered by the bellboy, Freddie Phillips, who is implicated in the crime. Casey Edwards, the house detective, tries to clear Freddie, but Inspector Wellman and Sgt. Stone keep him in custody at his hotel room 'on the state'. Strickland's secretary Gregory Millford and seven of Strickland's former clients happen to be at the resort, and they are all suspects. These former clients are Swami Talpur, Angela Gordon, Mrs. Hargreave, T. Hanley Brooks, Lawrence Crandall, Mrs. Grimsby and Mike Relia. The bodies of Relia and the secretary Gregory Millford are found in Freddie's closet, and he and Casey try to move them and hide them. The former clients gather for a meeting and decide that they must conceal their pasts and that Freddie must take the blame for the three murders. They trick Freddie into signing a confession, and then want him dead. Angela tries to seduce him, but the police stop her when they fear she's poisoned the champagne, then the Swami attempts to hypnotize him into committing suicide but his stupidity saves him.

What is the occupation of the person who signs a confession?

task001_quoref_question_generation

task001-e083f278feff488ca7d592b5047a2316

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Prominent criminal attorney Amos Strickland checks into the Lost Caverns Resort Hotel. His murdered body is later discovered by the bellboy, Freddie Phillips, who is implicated in the crime. Casey Edwards, the house detective, tries to clear Freddie, but Inspector Wellman and Sgt. Stone keep him in custody at his hotel room 'on the state'. Strickland's secretary Gregory Millford and seven of Strickland's former clients happen to be at the resort, and they are all suspects. These former clients are Swami Talpur, Angela Gordon, Mrs. Hargreave, T. Hanley Brooks, Lawrence Crandall, Mrs. Grimsby and Mike Relia. The bodies of Relia and the secretary Gregory Millford are found in Freddie's closet, and he and Casey try to move them and hide them. The former clients gather for a meeting and decide that they must conceal their pasts and that Freddie must take the blame for the three murders. They trick Freddie into signing a confession, and then want him dead. Angela tries to seduce him, but the police stop her when they fear she's poisoned the champagne, then the Swami attempts to hypnotize him into committing suicide but his stupidity saves him.

What's the first name of the person too stupid to be hypnotized?

task001_quoref_question_generation

task001-e083f278feff488ca7d592b5047a2316

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Prominent criminal attorney Amos Strickland checks into the Lost Caverns Resort Hotel. His murdered body is later discovered by the bellboy, Freddie Phillips, who is implicated in the crime. Casey Edwards, the house detective, tries to clear Freddie, but Inspector Wellman and Sgt. Stone keep him in custody at his hotel room 'on the state'. Strickland's secretary Gregory Millford and seven of Strickland's former clients happen to be at the resort, and they are all suspects. These former clients are Swami Talpur, Angela Gordon, Mrs. Hargreave, T. Hanley Brooks, Lawrence Crandall, Mrs. Grimsby and Mike Relia. The bodies of Relia and the secretary Gregory Millford are found in Freddie's closet, and he and Casey try to move them and hide them. The former clients gather for a meeting and decide that they must conceal their pasts and that Freddie must take the blame for the three murders. They trick Freddie into signing a confession, and then want him dead. Angela tries to seduce him, but the police stop her when they fear she's poisoned the champagne, then the Swami attempts to hypnotize him into committing suicide but his stupidity saves him.

How does the woman that tries to seduce the bellboy know the criminal attorney?

task001_quoref_question_generation

task001-e083f278feff488ca7d592b5047a2316

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Prominent criminal attorney Amos Strickland checks into the Lost Caverns Resort Hotel. His murdered body is later discovered by the bellboy, Freddie Phillips, who is implicated in the crime. Casey Edwards, the house detective, tries to clear Freddie, but Inspector Wellman and Sgt. Stone keep him in custody at his hotel room 'on the state'. Strickland's secretary Gregory Millford and seven of Strickland's former clients happen to be at the resort, and they are all suspects. These former clients are Swami Talpur, Angela Gordon, Mrs. Hargreave, T. Hanley Brooks, Lawrence Crandall, Mrs. Grimsby and Mike Relia. The bodies of Relia and the secretary Gregory Millford are found in Freddie's closet, and he and Casey try to move them and hide them. The former clients gather for a meeting and decide that they must conceal their pasts and that Freddie must take the blame for the three murders. They trick Freddie into signing a confession, and then want him dead. Angela tries to seduce him, but the police stop her when they fear she's poisoned the champagne, then the Swami attempts to hypnotize him into committing suicide but his stupidity saves him.

What is the full name of the person whose murder implicates a bellboy?

task001_quoref_question_generation

task001-e083f278feff488ca7d592b5047a2316

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Prominent criminal attorney Amos Strickland checks into the Lost Caverns Resort Hotel. His murdered body is later discovered by the bellboy, Freddie Phillips, who is implicated in the crime. Casey Edwards, the house detective, tries to clear Freddie, but Inspector Wellman and Sgt. Stone keep him in custody at his hotel room 'on the state'. Strickland's secretary Gregory Millford and seven of Strickland's former clients happen to be at the resort, and they are all suspects. These former clients are Swami Talpur, Angela Gordon, Mrs. Hargreave, T. Hanley Brooks, Lawrence Crandall, Mrs. Grimsby and Mike Relia. The bodies of Relia and the secretary Gregory Millford are found in Freddie's closet, and he and Casey try to move them and hide them. The former clients gather for a meeting and decide that they must conceal their pasts and that Freddie must take the blame for the three murders. They trick Freddie into signing a confession, and then want him dead. Angela tries to seduce him, but the police stop her when they fear she's poisoned the champagne, then the Swami attempts to hypnotize him into committing suicide but his stupidity saves him.

What are the full names of the three people who are murdered that Freddie is supposed to take the blame for?

task001_quoref_question_generation

task001-e083f278feff488ca7d592b5047a2316

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Prominent criminal attorney Amos Strickland checks into the Lost Caverns Resort Hotel. His murdered body is later discovered by the bellboy, Freddie Phillips, who is implicated in the crime. Casey Edwards, the house detective, tries to clear Freddie, but Inspector Wellman and Sgt. Stone keep him in custody at his hotel room 'on the state'. Strickland's secretary Gregory Millford and seven of Strickland's former clients happen to be at the resort, and they are all suspects. These former clients are Swami Talpur, Angela Gordon, Mrs. Hargreave, T. Hanley Brooks, Lawrence Crandall, Mrs. Grimsby and Mike Relia. The bodies of Relia and the secretary Gregory Millford are found in Freddie's closet, and he and Casey try to move them and hide them. The former clients gather for a meeting and decide that they must conceal their pasts and that Freddie must take the blame for the three murders. They trick Freddie into signing a confession, and then want him dead. Angela tries to seduce him, but the police stop her when they fear she's poisoned the champagne, then the Swami attempts to hypnotize him into committing suicide but his stupidity saves him.

What are the full names of the people who trick Freddie into signing a confession?

task001_quoref_question_generation

task001-e083f278feff488ca7d592b5047a2316

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Prominent criminal attorney Amos Strickland checks into the Lost Caverns Resort Hotel. His murdered body is later discovered by the bellboy, Freddie Phillips, who is implicated in the crime. Casey Edwards, the house detective, tries to clear Freddie, but Inspector Wellman and Sgt. Stone keep him in custody at his hotel room 'on the state'. Strickland's secretary Gregory Millford and seven of Strickland's former clients happen to be at the resort, and they are all suspects. These former clients are Swami Talpur, Angela Gordon, Mrs. Hargreave, T. Hanley Brooks, Lawrence Crandall, Mrs. Grimsby and Mike Relia. The bodies of Relia and the secretary Gregory Millford are found in Freddie's closet, and he and Casey try to move them and hide them. The former clients gather for a meeting and decide that they must conceal their pasts and that Freddie must take the blame for the three murders. They trick Freddie into signing a confession, and then want him dead. Angela tries to seduce him, but the police stop her when they fear she's poisoned the champagne, then the Swami attempts to hypnotize him into committing suicide but his stupidity saves him.

What is the first name of the person that Angela tries to seduce?

task001_quoref_question_generation

task001-e083f278feff488ca7d592b5047a2316

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Prominent criminal attorney Amos Strickland checks into the Lost Caverns Resort Hotel. His murdered body is later discovered by the bellboy, Freddie Phillips, who is implicated in the crime. Casey Edwards, the house detective, tries to clear Freddie, but Inspector Wellman and Sgt. Stone keep him in custody at his hotel room 'on the state'. Strickland's secretary Gregory Millford and seven of Strickland's former clients happen to be at the resort, and they are all suspects. These former clients are Swami Talpur, Angela Gordon, Mrs. Hargreave, T. Hanley Brooks, Lawrence Crandall, Mrs. Grimsby and Mike Relia. The bodies of Relia and the secretary Gregory Millford are found in Freddie's closet, and he and Casey try to move them and hide them. The former clients gather for a meeting and decide that they must conceal their pasts and that Freddie must take the blame for the three murders. They trick Freddie into signing a confession, and then want him dead. Angela tries to seduce him, but the police stop her when they fear she's poisoned the champagne, then the Swami attempts to hypnotize him into committing suicide but his stupidity saves him.

What is the first name of the person who Swami tries to hypnotize into committing suicide?

task001_quoref_question_generation

task001-e083f278feff488ca7d592b5047a2316

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Prominent criminal attorney Amos Strickland checks into the Lost Caverns Resort Hotel. His murdered body is later discovered by the bellboy, Freddie Phillips, who is implicated in the crime. Casey Edwards, the house detective, tries to clear Freddie, but Inspector Wellman and Sgt. Stone keep him in custody at his hotel room 'on the state'. Strickland's secretary Gregory Millford and seven of Strickland's former clients happen to be at the resort, and they are all suspects. These former clients are Swami Talpur, Angela Gordon, Mrs. Hargreave, T. Hanley Brooks, Lawrence Crandall, Mrs. Grimsby and Mike Relia. The bodies of Relia and the secretary Gregory Millford are found in Freddie's closet, and he and Casey try to move them and hide them. The former clients gather for a meeting and decide that they must conceal their pasts and that Freddie must take the blame for the three murders. They trick Freddie into signing a confession, and then want him dead. Angela tries to seduce him, but the police stop her when they fear she's poisoned the champagne, then the Swami attempts to hypnotize him into committing suicide but his stupidity saves him.

What is the first name of the person who is saved by their own stupidity?

task001_quoref_question_generation

task001-4af56152b32e4aa58cd069a83ef97d7d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Shoshone National Forest is an integral part of the Greater Yellowstone Ecosystem, which has 1,700 documented species of plants. Since the elevation of the land in the forest ranges from 4,600 to 13,804 ft (1,402 to 4,207 m), which is more than 9,000 ft (2,700 m), the forest has a wide variety of ecosystems. Lower elevations often have sagebrush and grass-dominated vegetation types, while forested areas are dominated by various combinations of tree and shrub species. These include lodgepole pine, which along with Rocky Mountain juniper, and quaking aspen are found at elevations up to 9,000 ft (2,700 m). At higher elevations subalpine fir, Engelmann spruce, whitebark pine and limber pine, are common, each occurring up to timberline. The region above timberline makes up 25 percent of the total acreage of the forest and of that 13 percent is listed as just either barren, rock or ice. The types of plant species is highly dependent on the amount of water available, and trees are more commonly found on higher slopes due to the longer lasting snowfall which keeps the soil moister for a longer time into the summer months. Along lower elevation riparian corridors, cottonwoods and willows are typically dominant. Numerous plant species are endemic to the region including some that are rare. Among them, the whitlow grass, fremont bladderpod, shoshonea, and the north fork Easter daisy provide vivid white and yellow flowers during the spring and summer.Exotic species of flora that are not native to the region include Canada thistle, Musk thistle, Spotted knapweed, Leafy spurge and Yellow toadflax. These non-native plant species are considered noxious, impacting native plant communities and the species that thrive on them. Native species such as the mountain pine beetle are having an enormous negative impact on some tree species. A survey of the forest performed in 2010 indicated that over 1,000,000 acres (400,000 ha) of timberland had been impacted by insects such as the mountain pine beetle, spruce bark beetle and Douglas fir beetle, and that the insects had killed between 25 and 100 percent of the trees in the impacted areas. The forest service is addressing the situation by performing controlled burns, selling dead trees as firewood, timber harvesting and spraying the highest value areas.

What bugs had killed between 25 and 100 percent of the trees in the impacted areas?

task001_quoref_question_generation

task001-4af56152b32e4aa58cd069a83ef97d7d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Shoshone National Forest is an integral part of the Greater Yellowstone Ecosystem, which has 1,700 documented species of plants. Since the elevation of the land in the forest ranges from 4,600 to 13,804 ft (1,402 to 4,207 m), which is more than 9,000 ft (2,700 m), the forest has a wide variety of ecosystems. Lower elevations often have sagebrush and grass-dominated vegetation types, while forested areas are dominated by various combinations of tree and shrub species. These include lodgepole pine, which along with Rocky Mountain juniper, and quaking aspen are found at elevations up to 9,000 ft (2,700 m). At higher elevations subalpine fir, Engelmann spruce, whitebark pine and limber pine, are common, each occurring up to timberline. The region above timberline makes up 25 percent of the total acreage of the forest and of that 13 percent is listed as just either barren, rock or ice. The types of plant species is highly dependent on the amount of water available, and trees are more commonly found on higher slopes due to the longer lasting snowfall which keeps the soil moister for a longer time into the summer months. Along lower elevation riparian corridors, cottonwoods and willows are typically dominant. Numerous plant species are endemic to the region including some that are rare. Among them, the whitlow grass, fremont bladderpod, shoshonea, and the north fork Easter daisy provide vivid white and yellow flowers during the spring and summer.Exotic species of flora that are not native to the region include Canada thistle, Musk thistle, Spotted knapweed, Leafy spurge and Yellow toadflax. These non-native plant species are considered noxious, impacting native plant communities and the species that thrive on them. Native species such as the mountain pine beetle are having an enormous negative impact on some tree species. A survey of the forest performed in 2010 indicated that over 1,000,000 acres (400,000 ha) of timberland had been impacted by insects such as the mountain pine beetle, spruce bark beetle and Douglas fir beetle, and that the insects had killed between 25 and 100 percent of the trees in the impacted areas. The forest service is addressing the situation by performing controlled burns, selling dead trees as firewood, timber harvesting and spraying the highest value areas.

What situation is the Forest Service addressing?

task001_quoref_question_generation

task001-4af56152b32e4aa58cd069a83ef97d7d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Shoshone National Forest is an integral part of the Greater Yellowstone Ecosystem, which has 1,700 documented species of plants. Since the elevation of the land in the forest ranges from 4,600 to 13,804 ft (1,402 to 4,207 m), which is more than 9,000 ft (2,700 m), the forest has a wide variety of ecosystems. Lower elevations often have sagebrush and grass-dominated vegetation types, while forested areas are dominated by various combinations of tree and shrub species. These include lodgepole pine, which along with Rocky Mountain juniper, and quaking aspen are found at elevations up to 9,000 ft (2,700 m). At higher elevations subalpine fir, Engelmann spruce, whitebark pine and limber pine, are common, each occurring up to timberline. The region above timberline makes up 25 percent of the total acreage of the forest and of that 13 percent is listed as just either barren, rock or ice. The types of plant species is highly dependent on the amount of water available, and trees are more commonly found on higher slopes due to the longer lasting snowfall which keeps the soil moister for a longer time into the summer months. Along lower elevation riparian corridors, cottonwoods and willows are typically dominant. Numerous plant species are endemic to the region including some that are rare. Among them, the whitlow grass, fremont bladderpod, shoshonea, and the north fork Easter daisy provide vivid white and yellow flowers during the spring and summer.Exotic species of flora that are not native to the region include Canada thistle, Musk thistle, Spotted knapweed, Leafy spurge and Yellow toadflax. These non-native plant species are considered noxious, impacting native plant communities and the species that thrive on them. Native species such as the mountain pine beetle are having an enormous negative impact on some tree species. A survey of the forest performed in 2010 indicated that over 1,000,000 acres (400,000 ha) of timberland had been impacted by insects such as the mountain pine beetle, spruce bark beetle and Douglas fir beetle, and that the insects had killed between 25 and 100 percent of the trees in the impacted areas. The forest service is addressing the situation by performing controlled burns, selling dead trees as firewood, timber harvesting and spraying the highest value areas.

What types of various trees and shrub species dominate the forest areas at higher elevations but below timberline??

task001_quoref_question_generation

task001-4af56152b32e4aa58cd069a83ef97d7d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Shoshone National Forest is an integral part of the Greater Yellowstone Ecosystem, which has 1,700 documented species of plants. Since the elevation of the land in the forest ranges from 4,600 to 13,804 ft (1,402 to 4,207 m), which is more than 9,000 ft (2,700 m), the forest has a wide variety of ecosystems. Lower elevations often have sagebrush and grass-dominated vegetation types, while forested areas are dominated by various combinations of tree and shrub species. These include lodgepole pine, which along with Rocky Mountain juniper, and quaking aspen are found at elevations up to 9,000 ft (2,700 m). At higher elevations subalpine fir, Engelmann spruce, whitebark pine and limber pine, are common, each occurring up to timberline. The region above timberline makes up 25 percent of the total acreage of the forest and of that 13 percent is listed as just either barren, rock or ice. The types of plant species is highly dependent on the amount of water available, and trees are more commonly found on higher slopes due to the longer lasting snowfall which keeps the soil moister for a longer time into the summer months. Along lower elevation riparian corridors, cottonwoods and willows are typically dominant. Numerous plant species are endemic to the region including some that are rare. Among them, the whitlow grass, fremont bladderpod, shoshonea, and the north fork Easter daisy provide vivid white and yellow flowers during the spring and summer.Exotic species of flora that are not native to the region include Canada thistle, Musk thistle, Spotted knapweed, Leafy spurge and Yellow toadflax. These non-native plant species are considered noxious, impacting native plant communities and the species that thrive on them. Native species such as the mountain pine beetle are having an enormous negative impact on some tree species. A survey of the forest performed in 2010 indicated that over 1,000,000 acres (400,000 ha) of timberland had been impacted by insects such as the mountain pine beetle, spruce bark beetle and Douglas fir beetle, and that the insects had killed between 25 and 100 percent of the trees in the impacted areas. The forest service is addressing the situation by performing controlled burns, selling dead trees as firewood, timber harvesting and spraying the highest value areas.

What non-native plant species are considered noxious?

task001_quoref_question_generation

task001-38c42ce6f7b647f8ba34c08965c50db5

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Diorama is the fourth studio album by Australian alternative rock band Silverchair, released on 31 March 2002 by Atlantic/Eleven. It won the 2002 ARIA Music Award for Best Group and Best Rock Album. The album was co-produced by Daniel Johns and David Bottrill. While Bottrill had worked on albums for a variety of other bands, Diorama marked the first production credit for lead singer Johns. Johns wrote most of the album at the piano instead of his usual guitar, while the band took a 12-month break following their previous studio album, Neon Ballroom. Silverchair worked with composer Van Dyke Parks on Diorama; the album contains numerous orchestral arrangements and power ballads, a change from the post-grunge music typical of their earlier work, but consistent with the band's previous orchestrations on Neon Ballroom. The album's title refers to "a world within a world". Five singles were released: "The Greatest View", "Without You", "Luv Your Life", "Across the Night" and "After All These Years". All except "After All These Years", a promotional single, appeared on the Australian singles chart. Diorama was successful in the charts but was not as well received by critics as the band's earlier albums. It reached number one on the Australian Recording Industry Association (ARIA) Albums Chart and received a rating of 71 (out of 100) on review aggregator Metacritic. It was certified triple-platinum by ARIA, selling in excess of 210,000 copies, and won five ARIA Awards in 2002. Diorama was nominated for Highest Selling Album in 2003, and three songs from the album were nominated for awards over the two years.

What is the full name of Silverchair's lead singer?

task001_quoref_question_generation

task001-38c42ce6f7b647f8ba34c08965c50db5

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Diorama is the fourth studio album by Australian alternative rock band Silverchair, released on 31 March 2002 by Atlantic/Eleven. It won the 2002 ARIA Music Award for Best Group and Best Rock Album. The album was co-produced by Daniel Johns and David Bottrill. While Bottrill had worked on albums for a variety of other bands, Diorama marked the first production credit for lead singer Johns. Johns wrote most of the album at the piano instead of his usual guitar, while the band took a 12-month break following their previous studio album, Neon Ballroom. Silverchair worked with composer Van Dyke Parks on Diorama; the album contains numerous orchestral arrangements and power ballads, a change from the post-grunge music typical of their earlier work, but consistent with the band's previous orchestrations on Neon Ballroom. The album's title refers to "a world within a world". Five singles were released: "The Greatest View", "Without You", "Luv Your Life", "Across the Night" and "After All These Years". All except "After All These Years", a promotional single, appeared on the Australian singles chart. Diorama was successful in the charts but was not as well received by critics as the band's earlier albums. It reached number one on the Australian Recording Industry Association (ARIA) Albums Chart and received a rating of 71 (out of 100) on review aggregator Metacritic. It was certified triple-platinum by ARIA, selling in excess of 210,000 copies, and won five ARIA Awards in 2002. Diorama was nominated for Highest Selling Album in 2003, and three songs from the album were nominated for awards over the two years.

What is the full name of the person that wrote most of the songs for Diorama?

task001_quoref_question_generation

task001-0fc1eb098d8342e6be908ba88985755f

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Rakoto's opportunity for national fame arrived with the 1958 visit of French President Charles de Gaulle to Madagascar. The visit was in conjunction with the dissolution of colonial status and naming of Philibert Tsiranana as Prime Minister, part of the island's transition to full independence in 1960. Tsiranana had previously seen the flutist perform and invited Rakoto and his group of 18 musicians to accompany de Gaulle and perform traditional pieces during a portion of the French statesman's walking tour through the capital city of Antananarivo. Following this performance, Rakoto dedicated himself full-time to a career in music, performing regularly at traditional celebrations on the island. Tsiranana, who became president of Madagascar two years later, was the first to refer to the artist as Rakoto Frah, the name that the musician would use for the rest of his career.International recognition of Rakoto Frah and his performance of traditional sodina music began with his first overseas voyage to Algeria in 1967. The artist led a troupe of 18 Malagasy musicians selected to represent the island's various ethnic groups at the International Festival of Algiers. Among the 80 competitors hailing from a variety of countries, Rakoto Frah's troupe won the gold medal. This success was followed by performances in Japan, England, the United States, India, Germany, China, Norway, Finland, Australia and France, making him one of the first musicians to perform traditional Malagasy music at music festivals and concerts outside of Madagascar. At these performances, he was often accompanied by supporting musicians under the group name Orchestre Nationale. By exposing international audiences to sodina performances, Rakoto Frah promoted the instrument and the traditional musical heritage of Madagascar across the globe. The government of President Tsirananana fell into disfavor and was overturned in 1972, and Rakoto Frah's close association with the unpopular former head of state led the artist to be marginalized for the first half of the administration of his successor, Didier Ratsiraka (1975–1993).

In what country did Rakoto Frah's troupe win the gold medal?

task001_quoref_question_generation

task001-d042629d98db453993b12bbf0a428647

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Demonstrations began on the evening of 5 July with a protest in the Grand Bazaar, a prominent tourist site, and crowd reportedly gathering at the People's Square area. The demonstration began peacefully, and official and eyewitness accounts reported that it involved about 1,000 Uyghurs; the WUC said approximately 10,000 protesters took part.On 6 July, XUAR chairman Nur Bekri presented an official timeline of the previous day's events, according to which more than 200 demonstrators gathered in People's Square in Ürümqi at about 5 p.m. local time, and about 70 of their leaders were detained. Later, a crowd gathered in the mostly Uyghur areas of South Jiefang Road, Erdaoqiao, and Shanxi Alley; by 7:30 p.m., more than one thousand were gathered in front of a hospital in Shanxi Alley. At about 7:40 p.m., more than 300 people blocked the roads in the Renmin Road and Nanmen area. According to Bekri, rioters began to smash buses at 8:18 p.m., after police "controlled and dispersed" the crowd.How the demonstrations became violent is unclear. Some say the police used excessive force against the protesters; the World Uyghur Congress quickly issued press releases saying that the police had used deadly force and killed "scores" of protesters. Kadeer has alleged that there were agents provocateurs among the crowds. Others claim that the protesters initiated the violence; for example, an Uyghur eyewitness cited by The New York Times said protesters began throwing rocks at the police. The government's official line was that the violence was not only initiated by the protesters, but also had been premeditated and coordinated by Uyghur separatists abroad. The local public security bureau said it found evidence that many Uyghurs had travelled from other cities to gather for the riot, and that they had begun preparing weapons two or three days before the riot.

Who was said to have coordinated the protests?

task001_quoref_question_generation

task001-02449934b4174e80af7334c0311704c9

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.

To what country does Percy travel to meet the Archduke?

task001_quoref_question_generation

task001-02449934b4174e80af7334c0311704c9

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.

What similarly named but entirely different event does Percy head up a year after the after-hunt party?

task001_quoref_question_generation

task001-02449934b4174e80af7334c0311704c9

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.

What corporals does Percy meet on his travels?

task001_quoref_question_generation

task001-02449934b4174e80af7334c0311704c9

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.

Which of the two countries in the dispute does Percy have to travel to?

task001_quoref_question_generation

task001-02449934b4174e80af7334c0311704c9

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.

What is the first name of the person who is sent to London?

task001_quoref_question_generation

task001-02449934b4174e80af7334c0311704c9

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.

What is the first name of the person who agrees to lead the survey party?

task001_quoref_question_generation

task001-02449934b4174e80af7334c0311704c9

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.

What is the first name of the person who meets Corporal Costin?

task001_quoref_question_generation

task001-02449934b4174e80af7334c0311704c9

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.

What is the first name of the person who completes the mission?

task001_quoref_question_generation

task001-02449934b4174e80af7334c0311704c9

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.

What is the first name of the person who found the highly advanced pottery?

task001_quoref_question_generation

task001-02449934b4174e80af7334c0311704c9

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.

What is the first name of the person who is sent to meet with officials of the Royal Geographic Society?

task001_quoref_question_generation

task001-02449934b4174e80af7334c0311704c9

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.

What is the first name of the person whose family name needed restoring?

task001_quoref_question_generation

task001-02449934b4174e80af7334c0311704c9

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Ireland, 1905: Percy Fawcett is a young British officer participating in a stag hunt on an Irish baronial estate for the benefit of the visiting Archduke Franz Ferdinand of Austria. A skilled horseman and marksman, he brings down the stag swiftly but is snubbed at the after-hunt party. A year later, Fawcett is sent to London to meet with officials of the Royal Geographical Society. The governments of Bolivia and Brazil are nearly at war over the location of their mutual boundary and its direct effect on the region's extremely lucrative rubber trade, and have asked the British government to survey it. Fawcett agrees to lead the survey party to restore his family's good name. Aboard a ship to Brazil, Fawcett meets Corporal Henry Costin, who has knowledge of the Amazon rainforest. At a large rubber plantation in the jungle owned by the Portuguese nobleman Baron de Gondoris, the two meet Corporal Arthur Manley, who tells them that the British government advises against further exploration. Fawcett, with several guides and the Amazonian scout Tadjui, completes the mission. Tadjui tells Fawcett stories about a jungle city covered in gold and full of people. Fawcett dismisses such stories as insane ravings, but discovers highly advanced broken pottery and some small stone statues in the jungle that convince him of the veracity of Tadjui's story.

What is the first name of the person Tadjui tells about the city covered in gold?

task001_quoref_question_generation

task001-944f3d8839f040c2b535197bb1869387

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Sergio is a Toronto pastry shop assistant who is smitten with Hattie, a mousy girl who works in her father Perry's diner and refuses to consider a relationship with him until he begins to earn a decent living. An opportunity presents itself when Linzer, Sergio's employer, offers him $20,000 to torch the store so he can collect the insurance money and use it to give his wife the lifestyle he feels she deserves. Sergio declines the offer, but one night the bakery is burnt to the ground anyway. Sergio is offered $25,000 to take the blame by the millionaire father of the real culprit, the mentally unstable Garet, who set the bakery on fire as a public declaration of his love for his society girlfriend Stephanie, whose attraction to Sergio, unbeknownst to her vengeance-seeking beau, is unrequited. Despite his innocence, Sergio claims responsibility for the fire so he can use the money to claim Hattie as his own. Linzer, however, has second thoughts about allowing Sergio to pay for the crime, so he confesses he did it, while his wife insists she set the blaze to prevent her husband from being imprisoned. Sgt. Zikowski is left to determine who of the four claiming guilt is the real perpetrator.

Who asks the person that's smitten with Hattie to burn down the store?

task001_quoref_question_generation

task001-944f3d8839f040c2b535197bb1869387

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Sergio is a Toronto pastry shop assistant who is smitten with Hattie, a mousy girl who works in her father Perry's diner and refuses to consider a relationship with him until he begins to earn a decent living. An opportunity presents itself when Linzer, Sergio's employer, offers him $20,000 to torch the store so he can collect the insurance money and use it to give his wife the lifestyle he feels she deserves. Sergio declines the offer, but one night the bakery is burnt to the ground anyway. Sergio is offered $25,000 to take the blame by the millionaire father of the real culprit, the mentally unstable Garet, who set the bakery on fire as a public declaration of his love for his society girlfriend Stephanie, whose attraction to Sergio, unbeknownst to her vengeance-seeking beau, is unrequited. Despite his innocence, Sergio claims responsibility for the fire so he can use the money to claim Hattie as his own. Linzer, however, has second thoughts about allowing Sergio to pay for the crime, so he confesses he did it, while his wife insists she set the blaze to prevent her husband from being imprisoned. Sgt. Zikowski is left to determine who of the four claiming guilt is the real perpetrator.

Who owns the bakery?

task001_quoref_question_generation

task001-944f3d8839f040c2b535197bb1869387

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Sergio is a Toronto pastry shop assistant who is smitten with Hattie, a mousy girl who works in her father Perry's diner and refuses to consider a relationship with him until he begins to earn a decent living. An opportunity presents itself when Linzer, Sergio's employer, offers him $20,000 to torch the store so he can collect the insurance money and use it to give his wife the lifestyle he feels she deserves. Sergio declines the offer, but one night the bakery is burnt to the ground anyway. Sergio is offered $25,000 to take the blame by the millionaire father of the real culprit, the mentally unstable Garet, who set the bakery on fire as a public declaration of his love for his society girlfriend Stephanie, whose attraction to Sergio, unbeknownst to her vengeance-seeking beau, is unrequited. Despite his innocence, Sergio claims responsibility for the fire so he can use the money to claim Hattie as his own. Linzer, however, has second thoughts about allowing Sergio to pay for the crime, so he confesses he did it, while his wife insists she set the blaze to prevent her husband from being imprisoned. Sgt. Zikowski is left to determine who of the four claiming guilt is the real perpetrator.

Who burned down Linzer's shop?

task001_quoref_question_generation

task001-944f3d8839f040c2b535197bb1869387

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Sergio is a Toronto pastry shop assistant who is smitten with Hattie, a mousy girl who works in her father Perry's diner and refuses to consider a relationship with him until he begins to earn a decent living. An opportunity presents itself when Linzer, Sergio's employer, offers him $20,000 to torch the store so he can collect the insurance money and use it to give his wife the lifestyle he feels she deserves. Sergio declines the offer, but one night the bakery is burnt to the ground anyway. Sergio is offered $25,000 to take the blame by the millionaire father of the real culprit, the mentally unstable Garet, who set the bakery on fire as a public declaration of his love for his society girlfriend Stephanie, whose attraction to Sergio, unbeknownst to her vengeance-seeking beau, is unrequited. Despite his innocence, Sergio claims responsibility for the fire so he can use the money to claim Hattie as his own. Linzer, however, has second thoughts about allowing Sergio to pay for the crime, so he confesses he did it, while his wife insists she set the blaze to prevent her husband from being imprisoned. Sgt. Zikowski is left to determine who of the four claiming guilt is the real perpetrator.

Who's attracted to the pastry shop assistant?

task001_quoref_question_generation

task001-0f60d51864b54f808326a901cd9e37b0

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: "Sad Eyed Lady of the Lowlands"Written in the CBS recording studio in Nashville over the space of eight hours on the night of February 15–16, "Sad Eyed Lady" eventually occupied the whole of side four of Blonde On Blonde. Critics have observed that "Lowlands" hints at "Lownds", and Dylan biographer Robert Shelton wrote that this was a "wedding song" for Sara Lownds, whom Dylan had married just three months earlier. In his paean to his wife, "Sara", written in 1975, Dylan amends history slightly to claim that he stayed "up for days in the Chelsea Hotel/ Writin' 'Sad-Eyed Lady of the Lowlands' for you".When Dylan played Shelton the song, shortly after recording it, he claimed, "This is the best song I've ever written." Around the same time, Dylan enthused to journalist Jules Siegel, "Just listen to that! That's old-time religious carnival music!" However, in 1969, Dylan confessed to Rolling Stone's editor, Jann Wenner, "I just sat down at a table and started writing ... And I just got carried away with the whole thing ... I just started writing and I couldn't stop. After a period of time, I forgot what it was all about, and I started trying to get back to the beginning [laughs]."Heard by some listeners as a hymn to an other-worldly woman, for Shelton "her travails seem beyond endurance, yet she radiates an inner strength, an ability to be reborn. This is Dylan at his most romantic." Wilentz comments that Dylan's writing had shifted from the days when he asked questions and supplied answers. Like the verses of William Blake's "Tyger", Dylan asks a series of questions about the "Sad Eyed Lady" but never supplies any answers.

What was the last name of the person Dylan married?

task001_quoref_question_generation

task001-0f60d51864b54f808326a901cd9e37b0

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: "Sad Eyed Lady of the Lowlands"Written in the CBS recording studio in Nashville over the space of eight hours on the night of February 15–16, "Sad Eyed Lady" eventually occupied the whole of side four of Blonde On Blonde. Critics have observed that "Lowlands" hints at "Lownds", and Dylan biographer Robert Shelton wrote that this was a "wedding song" for Sara Lownds, whom Dylan had married just three months earlier. In his paean to his wife, "Sara", written in 1975, Dylan amends history slightly to claim that he stayed "up for days in the Chelsea Hotel/ Writin' 'Sad-Eyed Lady of the Lowlands' for you".When Dylan played Shelton the song, shortly after recording it, he claimed, "This is the best song I've ever written." Around the same time, Dylan enthused to journalist Jules Siegel, "Just listen to that! That's old-time religious carnival music!" However, in 1969, Dylan confessed to Rolling Stone's editor, Jann Wenner, "I just sat down at a table and started writing ... And I just got carried away with the whole thing ... I just started writing and I couldn't stop. After a period of time, I forgot what it was all about, and I started trying to get back to the beginning [laughs]."Heard by some listeners as a hymn to an other-worldly woman, for Shelton "her travails seem beyond endurance, yet she radiates an inner strength, an ability to be reborn. This is Dylan at his most romantic." Wilentz comments that Dylan's writing had shifted from the days when he asked questions and supplied answers. Like the verses of William Blake's "Tyger", Dylan asks a series of questions about the "Sad Eyed Lady" but never supplies any answers.

What was the last name of the person who said Lowlands was a wedding song?

task001_quoref_question_generation

task001-0f60d51864b54f808326a901cd9e37b0

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: "Sad Eyed Lady of the Lowlands"Written in the CBS recording studio in Nashville over the space of eight hours on the night of February 15–16, "Sad Eyed Lady" eventually occupied the whole of side four of Blonde On Blonde. Critics have observed that "Lowlands" hints at "Lownds", and Dylan biographer Robert Shelton wrote that this was a "wedding song" for Sara Lownds, whom Dylan had married just three months earlier. In his paean to his wife, "Sara", written in 1975, Dylan amends history slightly to claim that he stayed "up for days in the Chelsea Hotel/ Writin' 'Sad-Eyed Lady of the Lowlands' for you".When Dylan played Shelton the song, shortly after recording it, he claimed, "This is the best song I've ever written." Around the same time, Dylan enthused to journalist Jules Siegel, "Just listen to that! That's old-time religious carnival music!" However, in 1969, Dylan confessed to Rolling Stone's editor, Jann Wenner, "I just sat down at a table and started writing ... And I just got carried away with the whole thing ... I just started writing and I couldn't stop. After a period of time, I forgot what it was all about, and I started trying to get back to the beginning [laughs]."Heard by some listeners as a hymn to an other-worldly woman, for Shelton "her travails seem beyond endurance, yet she radiates an inner strength, an ability to be reborn. This is Dylan at his most romantic." Wilentz comments that Dylan's writing had shifted from the days when he asked questions and supplied answers. Like the verses of William Blake's "Tyger", Dylan asks a series of questions about the "Sad Eyed Lady" but never supplies any answers.

What was the full name of the person Dylan played Sad-Eyed Lady of the Lowlands for shortly after recording it?

task001_quoref_question_generation

task001-0f60d51864b54f808326a901cd9e37b0

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: "Sad Eyed Lady of the Lowlands"Written in the CBS recording studio in Nashville over the space of eight hours on the night of February 15–16, "Sad Eyed Lady" eventually occupied the whole of side four of Blonde On Blonde. Critics have observed that "Lowlands" hints at "Lownds", and Dylan biographer Robert Shelton wrote that this was a "wedding song" for Sara Lownds, whom Dylan had married just three months earlier. In his paean to his wife, "Sara", written in 1975, Dylan amends history slightly to claim that he stayed "up for days in the Chelsea Hotel/ Writin' 'Sad-Eyed Lady of the Lowlands' for you".When Dylan played Shelton the song, shortly after recording it, he claimed, "This is the best song I've ever written." Around the same time, Dylan enthused to journalist Jules Siegel, "Just listen to that! That's old-time religious carnival music!" However, in 1969, Dylan confessed to Rolling Stone's editor, Jann Wenner, "I just sat down at a table and started writing ... And I just got carried away with the whole thing ... I just started writing and I couldn't stop. After a period of time, I forgot what it was all about, and I started trying to get back to the beginning [laughs]."Heard by some listeners as a hymn to an other-worldly woman, for Shelton "her travails seem beyond endurance, yet she radiates an inner strength, an ability to be reborn. This is Dylan at his most romantic." Wilentz comments that Dylan's writing had shifted from the days when he asked questions and supplied answers. Like the verses of William Blake's "Tyger", Dylan asks a series of questions about the "Sad Eyed Lady" but never supplies any answers.

What does Dylan ask a series of questions about but never supplies the answers?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

What is the first name of the person who questioned Kündinger about a music career for his son?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

What is the last name of the person Ilya questioned Kündinger about a music career for?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

What is the first name of the person who said nothing suggested Tchaikovsky was a potential composer or even a fine performer?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

What is the first name of the person Tchaikovsky followed to the Saint Petersburg Conservatory?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

What is the first name of the person Tchaikovsky studied harmony, counterpoint and fugue with?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

What is the last name of the person Rubinstein taught instrumentation and composition?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

What is the last name of the person that was followed to Saint Petersburg Conservatory by the man who graduated as a titular counselor?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

What rank did the man who followed a teacher to Saint Petersburg Conservatory graduate with in 1859?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

What is the name of the full name of the man that the titular counselor studied under starting in 1861?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

In what year did the titular counselor abandon his civil servant career?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

When did the man who was appointed to the Ministry of Justice graduate from his music studies?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

What is the last name of the person who taught harmony to the man who abandoned his civil servant career in 1863?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

What is the last name of the person who taught instrumentation and composition to the man who began studying music full time in 1863?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

What is the last name of the man who did not think the person who worked at the Ministry of Justice could become a composer?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

What rank did the man who abandoned his civil servant career in 1863 graduate with in 1859?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

What school did the man who went to Imperial School of Jurisprudence follow his music teacher to in 1861?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

What is the last name of the man who taught the person who was appointed to the Minstry of Justice at the Russian Musical Society?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

What school did the man who graduated with the rank of titular counselor follow his music theory teacher to after he left the Russian Musical Society?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

From 1862 to 1865 what is the last name of the man who taught the Ministry of Justice assistant instrumentation and composition?

task001_quoref_question_generation

task001-80255839867645a8bb4412f1dd90a16d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Tchaikovsky was born in 1840 in Votkinsk, a small town in present-day Udmurtia, formerly the Imperial Russian province of Vyatka. A precocious pupil, he began piano lessons at the age of five, and could read music as adeptly as his teacher within three years. However, his parents' passion for his musical talent soon cooled. In 1850, the family decided to send Tchaikovsky to the Imperial School of Jurisprudence in Saint Petersburg. This establishment mainly served the lesser nobility or gentry, and would prepare him for a career as a civil servant. As the minimum age for acceptance was 12, Tchaikovsky was sent by his family to board at the Imperial School of Jurisprudence's preparatory school in Saint Petersburg, 800 miles (1,300 km) from his family home in Alapayevsk. Once Tchaikovsky came of age for acceptance, he was transferred to the Imperial School of Jurisprudence to begin a seven-year course of studies.Music was not a priority at the School, but Tchaikovsky regularly attended the theater and the opera with other students. He was fond of works by Rossini, Bellini, Verdi and Mozart. Piano manufacturer Franz Becker made occasional visits to the School as a token music teacher. This was the only formal music instruction Tchaikovsky received there. From 1855 the composer's father, Ilya Tchaikovsky, funded private lessons with Rudolph Kündinger, a well-known piano teacher from Nuremberg, and questioned Kündinger about a musical career for his son. Kündinger replied that nothing suggested a potential composer or even a fine performer. Tchaikovsky was told to finish his course and then try for a post in the Ministry of Justice.Tchaikovsky graduated on May 25, 1859 with the rank of titular counselor, a low rung on the civil service ladder. On June 15, he was appointed to the Ministry of Justice in Saint Petersburg. Six months later he became a junior assistant and two months after that, a senior assistant. Tchaikovsky remained there for the rest of his three-year civil service career.In 1861, Tchaikovsky attended classes in music theory organized by the Russian Musical Society and taught by Nikolai Zaremba. A year later he followed Zaremba to the Saint Petersburg Conservatory. Tchaikovsky would not give up his Ministry post "until I am quite certain that I am destined to be a musician rather than a civil servant." From 1862 to 1865 he studied harmony, counterpoint and fugue with Zaremba, while Rubinstein taught him instrumentation and composition. In 1863 he abandoned his civil service career and studied music full-time, graduating in December 1865.

What year did the man who became a senior assistant at the Ministry of Justice abandon his civil service career?

task001_quoref_question_generation

task001-56b750cc261848e299332e3816549a44

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: A poacher hides from an unknown creature in his boat. While it breaks through the boat and attempts to catch the poacher, he commits suicide by shooting himself dead to prevent the beast from killing him. Meanwhile while shooting a documentary about a long-lost indigenous tribe, the Shirishamas, on the Amazon River, director Terri Flores and members of her crew including cameraman Danny Rich, production manager Denise Kalberg, her boyfriend, sound engineer Gary Dixon, visionary Warren Westridge, anthropologist Professor Steven Cale, and boat skipper Mateo come across stranded Paraguayan snake hunter Paul Serone and help him, believing he knows how to find the tribe they are searching for. Most of the crew are uncomfortable around Serone, and Cale clashes with him several times in regards to Shirishama lore. Later, while trying to free the boat's propeller from a rope, Cale is stung in the throat by a wasp inside his scuba regulator, which swells his throat shut and leaves him unconscious. Serone performs an emergency cricothyrotomy, seemingly saving Cale's life. With that, Serone takes command and captain of the boat and the crew. They are then forced to help him achieve his true task: hunting down and capturing a giant record-breaking female green anaconda he had been tracking the whole time. Later, Mateo gets lost and is the first to be killed by the anaconda, which coils around him before it snaps his neck near the boat where the poacher had been killed. A photograph in an old newspaper reveals that Mateo, Serone, and the unnamed poacher were actually working together to catch animals, including snakes. The others try to find him while Gary sides with Serone, who promises if they help him find the anaconda, he will help them get out alive.

Gary Dixon is a member of whose crew?

task001_quoref_question_generation

task001-56b750cc261848e299332e3816549a44

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: A poacher hides from an unknown creature in his boat. While it breaks through the boat and attempts to catch the poacher, he commits suicide by shooting himself dead to prevent the beast from killing him. Meanwhile while shooting a documentary about a long-lost indigenous tribe, the Shirishamas, on the Amazon River, director Terri Flores and members of her crew including cameraman Danny Rich, production manager Denise Kalberg, her boyfriend, sound engineer Gary Dixon, visionary Warren Westridge, anthropologist Professor Steven Cale, and boat skipper Mateo come across stranded Paraguayan snake hunter Paul Serone and help him, believing he knows how to find the tribe they are searching for. Most of the crew are uncomfortable around Serone, and Cale clashes with him several times in regards to Shirishama lore. Later, while trying to free the boat's propeller from a rope, Cale is stung in the throat by a wasp inside his scuba regulator, which swells his throat shut and leaves him unconscious. Serone performs an emergency cricothyrotomy, seemingly saving Cale's life. With that, Serone takes command and captain of the boat and the crew. They are then forced to help him achieve his true task: hunting down and capturing a giant record-breaking female green anaconda he had been tracking the whole time. Later, Mateo gets lost and is the first to be killed by the anaconda, which coils around him before it snaps his neck near the boat where the poacher had been killed. A photograph in an old newspaper reveals that Mateo, Serone, and the unnamed poacher were actually working together to catch animals, including snakes. The others try to find him while Gary sides with Serone, who promises if they help him find the anaconda, he will help them get out alive.

Who all believe that a stranded snake hunter can help locate the Shirishamas?

task001_quoref_question_generation

task001-56b750cc261848e299332e3816549a44

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: A poacher hides from an unknown creature in his boat. While it breaks through the boat and attempts to catch the poacher, he commits suicide by shooting himself dead to prevent the beast from killing him. Meanwhile while shooting a documentary about a long-lost indigenous tribe, the Shirishamas, on the Amazon River, director Terri Flores and members of her crew including cameraman Danny Rich, production manager Denise Kalberg, her boyfriend, sound engineer Gary Dixon, visionary Warren Westridge, anthropologist Professor Steven Cale, and boat skipper Mateo come across stranded Paraguayan snake hunter Paul Serone and help him, believing he knows how to find the tribe they are searching for. Most of the crew are uncomfortable around Serone, and Cale clashes with him several times in regards to Shirishama lore. Later, while trying to free the boat's propeller from a rope, Cale is stung in the throat by a wasp inside his scuba regulator, which swells his throat shut and leaves him unconscious. Serone performs an emergency cricothyrotomy, seemingly saving Cale's life. With that, Serone takes command and captain of the boat and the crew. They are then forced to help him achieve his true task: hunting down and capturing a giant record-breaking female green anaconda he had been tracking the whole time. Later, Mateo gets lost and is the first to be killed by the anaconda, which coils around him before it snaps his neck near the boat where the poacher had been killed. A photograph in an old newspaper reveals that Mateo, Serone, and the unnamed poacher were actually working together to catch animals, including snakes. The others try to find him while Gary sides with Serone, who promises if they help him find the anaconda, he will help them get out alive.

What is the full name of the production manager's boyfriend?

task001_quoref_question_generation

task001-56b750cc261848e299332e3816549a44

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: A poacher hides from an unknown creature in his boat. While it breaks through the boat and attempts to catch the poacher, he commits suicide by shooting himself dead to prevent the beast from killing him. Meanwhile while shooting a documentary about a long-lost indigenous tribe, the Shirishamas, on the Amazon River, director Terri Flores and members of her crew including cameraman Danny Rich, production manager Denise Kalberg, her boyfriend, sound engineer Gary Dixon, visionary Warren Westridge, anthropologist Professor Steven Cale, and boat skipper Mateo come across stranded Paraguayan snake hunter Paul Serone and help him, believing he knows how to find the tribe they are searching for. Most of the crew are uncomfortable around Serone, and Cale clashes with him several times in regards to Shirishama lore. Later, while trying to free the boat's propeller from a rope, Cale is stung in the throat by a wasp inside his scuba regulator, which swells his throat shut and leaves him unconscious. Serone performs an emergency cricothyrotomy, seemingly saving Cale's life. With that, Serone takes command and captain of the boat and the crew. They are then forced to help him achieve his true task: hunting down and capturing a giant record-breaking female green anaconda he had been tracking the whole time. Later, Mateo gets lost and is the first to be killed by the anaconda, which coils around him before it snaps his neck near the boat where the poacher had been killed. A photograph in an old newspaper reveals that Mateo, Serone, and the unnamed poacher were actually working together to catch animals, including snakes. The others try to find him while Gary sides with Serone, who promises if they help him find the anaconda, he will help them get out alive.

What's the last name of the man who saves the anthropologist?

task001_quoref_question_generation

task001-13aef583c49141af8fe89a24ffdf85b6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The Tower of London has become established as one of the most popular tourist attractions in the country. It has been a tourist attraction since at least the Elizabethan period, when it was one of the sights of London that foreign visitors wrote about. Its most popular attractions were the Royal Menagerie and displays of armour. The Crown Jewels also garner much interest, and have been on public display since 1669. The Tower steadily gained popularity with tourists through the 19th century, despite the opposition of the Duke of Wellington to visitors. Numbers became so high that by 1851 a purpose-built ticket office was erected. By the end of the century, over 500,000 were visiting the castle every year.Over the 18th and 19th centuries, the palatial buildings were slowly adapted for other uses and demolished. Only the Wakefield and St Thomas's Towers survived. The 18th century marked an increasing interest in England's medieval past. One of the effects was the emergence of Gothic Revival architecture. In the Tower's architecture, this was manifest when the New Horse Armoury was built in 1825 against the south face of the White Tower. It featured elements of Gothic Revival architecture such as battlements. Other buildings were remodelled to match the style and the Waterloo Barracks were described as "castellated Gothic of the 15th century". Between 1845 and 1885 institutions such as the Mint which had inhabited the castle for centuries moved to other sites; many of the post-medieval structures left vacant were demolished. In 1855, the War Office took over responsibility for manufacture and storage of weapons from the Ordnance Office, which was gradually phased out of the castle. At the same time, there was greater interest in the history of the Tower of London.Public interest was partly fuelled by contemporary writers, of whom the work of William Harrison Ainsworth was particularly influential. In The Tower of London: A Historical Romance he created a vivid image of underground torture chambers and devices for extracting confessions that stuck in the public imagination. Ainsworth also played another role in the Tower's history, as he suggested that Beauchamp Tower should be opened to the public so they could see the inscriptions of 16th- and 17th-century prisoners. Working on the suggestion, Anthony Salvin refurbished the tower and led a further programme for a comprehensive restoration at the behest of Prince Albert. Salvin was succeeded in the work by John Taylor. When a feature did not meet his expectations of medieval architecture Taylor would ruthlessly remove it; as a result, several important buildings within the castle were pulled down and in some cases post-medieval internal decoration removed.

What is the full name of the person who suggested that Beauchamp Tower should be opened to the public?

task001_quoref_question_generation

task001-13aef583c49141af8fe89a24ffdf85b6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The Tower of London has become established as one of the most popular tourist attractions in the country. It has been a tourist attraction since at least the Elizabethan period, when it was one of the sights of London that foreign visitors wrote about. Its most popular attractions were the Royal Menagerie and displays of armour. The Crown Jewels also garner much interest, and have been on public display since 1669. The Tower steadily gained popularity with tourists through the 19th century, despite the opposition of the Duke of Wellington to visitors. Numbers became so high that by 1851 a purpose-built ticket office was erected. By the end of the century, over 500,000 were visiting the castle every year.Over the 18th and 19th centuries, the palatial buildings were slowly adapted for other uses and demolished. Only the Wakefield and St Thomas's Towers survived. The 18th century marked an increasing interest in England's medieval past. One of the effects was the emergence of Gothic Revival architecture. In the Tower's architecture, this was manifest when the New Horse Armoury was built in 1825 against the south face of the White Tower. It featured elements of Gothic Revival architecture such as battlements. Other buildings were remodelled to match the style and the Waterloo Barracks were described as "castellated Gothic of the 15th century". Between 1845 and 1885 institutions such as the Mint which had inhabited the castle for centuries moved to other sites; many of the post-medieval structures left vacant were demolished. In 1855, the War Office took over responsibility for manufacture and storage of weapons from the Ordnance Office, which was gradually phased out of the castle. At the same time, there was greater interest in the history of the Tower of London.Public interest was partly fuelled by contemporary writers, of whom the work of William Harrison Ainsworth was particularly influential. In The Tower of London: A Historical Romance he created a vivid image of underground torture chambers and devices for extracting confessions that stuck in the public imagination. Ainsworth also played another role in the Tower's history, as he suggested that Beauchamp Tower should be opened to the public so they could see the inscriptions of 16th- and 17th-century prisoners. Working on the suggestion, Anthony Salvin refurbished the tower and led a further programme for a comprehensive restoration at the behest of Prince Albert. Salvin was succeeded in the work by John Taylor. When a feature did not meet his expectations of medieval architecture Taylor would ruthlessly remove it; as a result, several important buildings within the castle were pulled down and in some cases post-medieval internal decoration removed.

What is the name of the structures which were slowly adapted for other uses and demolished?

task001_quoref_question_generation

task001-13aef583c49141af8fe89a24ffdf85b6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The Tower of London has become established as one of the most popular tourist attractions in the country. It has been a tourist attraction since at least the Elizabethan period, when it was one of the sights of London that foreign visitors wrote about. Its most popular attractions were the Royal Menagerie and displays of armour. The Crown Jewels also garner much interest, and have been on public display since 1669. The Tower steadily gained popularity with tourists through the 19th century, despite the opposition of the Duke of Wellington to visitors. Numbers became so high that by 1851 a purpose-built ticket office was erected. By the end of the century, over 500,000 were visiting the castle every year.Over the 18th and 19th centuries, the palatial buildings were slowly adapted for other uses and demolished. Only the Wakefield and St Thomas's Towers survived. The 18th century marked an increasing interest in England's medieval past. One of the effects was the emergence of Gothic Revival architecture. In the Tower's architecture, this was manifest when the New Horse Armoury was built in 1825 against the south face of the White Tower. It featured elements of Gothic Revival architecture such as battlements. Other buildings were remodelled to match the style and the Waterloo Barracks were described as "castellated Gothic of the 15th century". Between 1845 and 1885 institutions such as the Mint which had inhabited the castle for centuries moved to other sites; many of the post-medieval structures left vacant were demolished. In 1855, the War Office took over responsibility for manufacture and storage of weapons from the Ordnance Office, which was gradually phased out of the castle. At the same time, there was greater interest in the history of the Tower of London.Public interest was partly fuelled by contemporary writers, of whom the work of William Harrison Ainsworth was particularly influential. In The Tower of London: A Historical Romance he created a vivid image of underground torture chambers and devices for extracting confessions that stuck in the public imagination. Ainsworth also played another role in the Tower's history, as he suggested that Beauchamp Tower should be opened to the public so they could see the inscriptions of 16th- and 17th-century prisoners. Working on the suggestion, Anthony Salvin refurbished the tower and led a further programme for a comprehensive restoration at the behest of Prince Albert. Salvin was succeeded in the work by John Taylor. When a feature did not meet his expectations of medieval architecture Taylor would ruthlessly remove it; as a result, several important buildings within the castle were pulled down and in some cases post-medieval internal decoration removed.

What is the last name of the person who created a vivid image of underground torture chambers and devices for extracting confessions that stuck in the public imagination?

task001_quoref_question_generation

task001-13aef583c49141af8fe89a24ffdf85b6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The Tower of London has become established as one of the most popular tourist attractions in the country. It has been a tourist attraction since at least the Elizabethan period, when it was one of the sights of London that foreign visitors wrote about. Its most popular attractions were the Royal Menagerie and displays of armour. The Crown Jewels also garner much interest, and have been on public display since 1669. The Tower steadily gained popularity with tourists through the 19th century, despite the opposition of the Duke of Wellington to visitors. Numbers became so high that by 1851 a purpose-built ticket office was erected. By the end of the century, over 500,000 were visiting the castle every year.Over the 18th and 19th centuries, the palatial buildings were slowly adapted for other uses and demolished. Only the Wakefield and St Thomas's Towers survived. The 18th century marked an increasing interest in England's medieval past. One of the effects was the emergence of Gothic Revival architecture. In the Tower's architecture, this was manifest when the New Horse Armoury was built in 1825 against the south face of the White Tower. It featured elements of Gothic Revival architecture such as battlements. Other buildings were remodelled to match the style and the Waterloo Barracks were described as "castellated Gothic of the 15th century". Between 1845 and 1885 institutions such as the Mint which had inhabited the castle for centuries moved to other sites; many of the post-medieval structures left vacant were demolished. In 1855, the War Office took over responsibility for manufacture and storage of weapons from the Ordnance Office, which was gradually phased out of the castle. At the same time, there was greater interest in the history of the Tower of London.Public interest was partly fuelled by contemporary writers, of whom the work of William Harrison Ainsworth was particularly influential. In The Tower of London: A Historical Romance he created a vivid image of underground torture chambers and devices for extracting confessions that stuck in the public imagination. Ainsworth also played another role in the Tower's history, as he suggested that Beauchamp Tower should be opened to the public so they could see the inscriptions of 16th- and 17th-century prisoners. Working on the suggestion, Anthony Salvin refurbished the tower and led a further programme for a comprehensive restoration at the behest of Prince Albert. Salvin was succeeded in the work by John Taylor. When a feature did not meet his expectations of medieval architecture Taylor would ruthlessly remove it; as a result, several important buildings within the castle were pulled down and in some cases post-medieval internal decoration removed.

What is the full name of the person who was succeeded in the work by John Taylor?

task001_quoref_question_generation

task001-4a65dce2c3ce4a8f8528fcbf89bce90a

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Jon lives in a small coastal town in England but aspires to be a songwriter. While walking along the beach, Jon witnesses a man trying to drown himself. The man is revived but taken to the hospital. Jon talks to Don, who explains the man was a keyboardist in an experimental band called the Soronprfbs, managed by him. Jon mentions that he plays keyboards and is invited to play with him in town that night. Jon goes along and meets the rest of the band, all of whom are reluctant about Jon, except for Frank, the band's leader who constantly wears a papier-mâché mask over his head. The concert goes well until Clara breaks her theremin and storms offstage. Frank invites Jon to become a full-time member of the band. He accompanies them to Ireland, where they plan to record their debut album in a remote cabin until they get it done, which ends up being for the next year. Don becomes depressed and explains to Jon that he wants to be a songwriter, but is terrible. He plays a song for Jon, who compliments it. The next morning after completing work on their album, Jon finds what appears to be Frank's corpse hanging from a tree. He calls the rest of the band down and they remove the mask, only to find it was Don wearing one of Frank's masks. Don is cremated and it is revealed that Don was the original keyboard player. Jon reveals he has been posting the band's recording sessions on YouTube and Twitter. The Soronprfbs have gained a small fan following and have been invited to South by Southwest. Clara displays contempt to Jon and they end up having sex in the hot tub, but she threatens to stab him if the trip to America screws up.

What does Jon see the former member of Soronprfbs doing?

task001_quoref_question_generation

task001-4a65dce2c3ce4a8f8528fcbf89bce90a

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Jon lives in a small coastal town in England but aspires to be a songwriter. While walking along the beach, Jon witnesses a man trying to drown himself. The man is revived but taken to the hospital. Jon talks to Don, who explains the man was a keyboardist in an experimental band called the Soronprfbs, managed by him. Jon mentions that he plays keyboards and is invited to play with him in town that night. Jon goes along and meets the rest of the band, all of whom are reluctant about Jon, except for Frank, the band's leader who constantly wears a papier-mâché mask over his head. The concert goes well until Clara breaks her theremin and storms offstage. Frank invites Jon to become a full-time member of the band. He accompanies them to Ireland, where they plan to record their debut album in a remote cabin until they get it done, which ends up being for the next year. Don becomes depressed and explains to Jon that he wants to be a songwriter, but is terrible. He plays a song for Jon, who compliments it. The next morning after completing work on their album, Jon finds what appears to be Frank's corpse hanging from a tree. He calls the rest of the band down and they remove the mask, only to find it was Don wearing one of Frank's masks. Don is cremated and it is revealed that Don was the original keyboard player. Jon reveals he has been posting the band's recording sessions on YouTube and Twitter. The Soronprfbs have gained a small fan following and have been invited to South by Southwest. Clara displays contempt to Jon and they end up having sex in the hot tub, but she threatens to stab him if the trip to America screws up.

In what country is Jon when he finds Don's body?

task001_quoref_question_generation

task001-0f3bd781f1a6427c9f4e025b0484f7d6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Puss in Boots is a talking cat named for his signature pair of boots. Puss is a fugitive on the run from the law, looking to restore his lost honor. He learns that the outlaw couple Jack and Jill have the magic beans he has been looking for most of his life, which can lead him to a giant's castle holding valuable golden goose eggs. When Puss tries to steal them from the outlaws' room, a female cat named Kitty Softpaws interrupts, and both fail. Kitty is allied with Humpty Alexander Dumpty, a talking egg and Puss' long-estranged childhood friend from the orphanage where he was raised. Puss tells Kitty his origin story and of his feelings of betrayal for a youthful misadventure when Humpty tricked Puss into helping commit a bank robbery in his hometown of San Ricardo; Puss has been on the run ever since. Humpty eventually convinces Puss to join them in finding the beans and retrieving the golden eggs. The trio steal the beans from Jack and Jill and plant them in the desert. Puss and Kitty's relationship becomes romantic. The trio ride the beanstalk into the clouds to find the castle of the late giant, while avoiding the Great Terror, a giant goose that guards the Golden Goose. When they realize the golden eggs are too heavy to carry, they steal the Goose, which is just a gosling, and escape the castle. While celebrating their victory, the group is ambushed by Jack and Jill, who knock Puss unconscious. When Puss wakes up, he tracks Jack and Jill to San Ricardo where he learns the entire heist was a plot by Humpty to lure him home to be arrested, as revenge for abandoning him to the authorities when Humpty's youthful heist went bad. Jack, Jill, and Kitty were involved in the con. After pleas from Imelda, his adoptive mother, Puss turns himself in to the guards while Humpty donates many golden eggs to the town and becomes a hero.

Who did Puss in Boots grow up in an orphanage with?

task001_quoref_question_generation

task001-0f3bd781f1a6427c9f4e025b0484f7d6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Puss in Boots is a talking cat named for his signature pair of boots. Puss is a fugitive on the run from the law, looking to restore his lost honor. He learns that the outlaw couple Jack and Jill have the magic beans he has been looking for most of his life, which can lead him to a giant's castle holding valuable golden goose eggs. When Puss tries to steal them from the outlaws' room, a female cat named Kitty Softpaws interrupts, and both fail. Kitty is allied with Humpty Alexander Dumpty, a talking egg and Puss' long-estranged childhood friend from the orphanage where he was raised. Puss tells Kitty his origin story and of his feelings of betrayal for a youthful misadventure when Humpty tricked Puss into helping commit a bank robbery in his hometown of San Ricardo; Puss has been on the run ever since. Humpty eventually convinces Puss to join them in finding the beans and retrieving the golden eggs. The trio steal the beans from Jack and Jill and plant them in the desert. Puss and Kitty's relationship becomes romantic. The trio ride the beanstalk into the clouds to find the castle of the late giant, while avoiding the Great Terror, a giant goose that guards the Golden Goose. When they realize the golden eggs are too heavy to carry, they steal the Goose, which is just a gosling, and escape the castle. While celebrating their victory, the group is ambushed by Jack and Jill, who knock Puss unconscious. When Puss wakes up, he tracks Jack and Jill to San Ricardo where he learns the entire heist was a plot by Humpty to lure him home to be arrested, as revenge for abandoning him to the authorities when Humpty's youthful heist went bad. Jack, Jill, and Kitty were involved in the con. After pleas from Imelda, his adoptive mother, Puss turns himself in to the guards while Humpty donates many golden eggs to the town and becomes a hero.

What is the name of the character that guards the Golden Goose?

task001_quoref_question_generation

task001-0f3bd781f1a6427c9f4e025b0484f7d6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Puss in Boots is a talking cat named for his signature pair of boots. Puss is a fugitive on the run from the law, looking to restore his lost honor. He learns that the outlaw couple Jack and Jill have the magic beans he has been looking for most of his life, which can lead him to a giant's castle holding valuable golden goose eggs. When Puss tries to steal them from the outlaws' room, a female cat named Kitty Softpaws interrupts, and both fail. Kitty is allied with Humpty Alexander Dumpty, a talking egg and Puss' long-estranged childhood friend from the orphanage where he was raised. Puss tells Kitty his origin story and of his feelings of betrayal for a youthful misadventure when Humpty tricked Puss into helping commit a bank robbery in his hometown of San Ricardo; Puss has been on the run ever since. Humpty eventually convinces Puss to join them in finding the beans and retrieving the golden eggs. The trio steal the beans from Jack and Jill and plant them in the desert. Puss and Kitty's relationship becomes romantic. The trio ride the beanstalk into the clouds to find the castle of the late giant, while avoiding the Great Terror, a giant goose that guards the Golden Goose. When they realize the golden eggs are too heavy to carry, they steal the Goose, which is just a gosling, and escape the castle. While celebrating their victory, the group is ambushed by Jack and Jill, who knock Puss unconscious. When Puss wakes up, he tracks Jack and Jill to San Ricardo where he learns the entire heist was a plot by Humpty to lure him home to be arrested, as revenge for abandoning him to the authorities when Humpty's youthful heist went bad. Jack, Jill, and Kitty were involved in the con. After pleas from Imelda, his adoptive mother, Puss turns himself in to the guards while Humpty donates many golden eggs to the town and becomes a hero.

Which character was stolen from the castle?

task001_quoref_question_generation

task001-0f3bd781f1a6427c9f4e025b0484f7d6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Puss in Boots is a talking cat named for his signature pair of boots. Puss is a fugitive on the run from the law, looking to restore his lost honor. He learns that the outlaw couple Jack and Jill have the magic beans he has been looking for most of his life, which can lead him to a giant's castle holding valuable golden goose eggs. When Puss tries to steal them from the outlaws' room, a female cat named Kitty Softpaws interrupts, and both fail. Kitty is allied with Humpty Alexander Dumpty, a talking egg and Puss' long-estranged childhood friend from the orphanage where he was raised. Puss tells Kitty his origin story and of his feelings of betrayal for a youthful misadventure when Humpty tricked Puss into helping commit a bank robbery in his hometown of San Ricardo; Puss has been on the run ever since. Humpty eventually convinces Puss to join them in finding the beans and retrieving the golden eggs. The trio steal the beans from Jack and Jill and plant them in the desert. Puss and Kitty's relationship becomes romantic. The trio ride the beanstalk into the clouds to find the castle of the late giant, while avoiding the Great Terror, a giant goose that guards the Golden Goose. When they realize the golden eggs are too heavy to carry, they steal the Goose, which is just a gosling, and escape the castle. While celebrating their victory, the group is ambushed by Jack and Jill, who knock Puss unconscious. When Puss wakes up, he tracks Jack and Jill to San Ricardo where he learns the entire heist was a plot by Humpty to lure him home to be arrested, as revenge for abandoning him to the authorities when Humpty's youthful heist went bad. Jack, Jill, and Kitty were involved in the con. After pleas from Imelda, his adoptive mother, Puss turns himself in to the guards while Humpty donates many golden eggs to the town and becomes a hero.

Who knocks Puss in Boots unconscious?

task001_quoref_question_generation

task001-0f3bd781f1a6427c9f4e025b0484f7d6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Puss in Boots is a talking cat named for his signature pair of boots. Puss is a fugitive on the run from the law, looking to restore his lost honor. He learns that the outlaw couple Jack and Jill have the magic beans he has been looking for most of his life, which can lead him to a giant's castle holding valuable golden goose eggs. When Puss tries to steal them from the outlaws' room, a female cat named Kitty Softpaws interrupts, and both fail. Kitty is allied with Humpty Alexander Dumpty, a talking egg and Puss' long-estranged childhood friend from the orphanage where he was raised. Puss tells Kitty his origin story and of his feelings of betrayal for a youthful misadventure when Humpty tricked Puss into helping commit a bank robbery in his hometown of San Ricardo; Puss has been on the run ever since. Humpty eventually convinces Puss to join them in finding the beans and retrieving the golden eggs. The trio steal the beans from Jack and Jill and plant them in the desert. Puss and Kitty's relationship becomes romantic. The trio ride the beanstalk into the clouds to find the castle of the late giant, while avoiding the Great Terror, a giant goose that guards the Golden Goose. When they realize the golden eggs are too heavy to carry, they steal the Goose, which is just a gosling, and escape the castle. While celebrating their victory, the group is ambushed by Jack and Jill, who knock Puss unconscious. When Puss wakes up, he tracks Jack and Jill to San Ricardo where he learns the entire heist was a plot by Humpty to lure him home to be arrested, as revenge for abandoning him to the authorities when Humpty's youthful heist went bad. Jack, Jill, and Kitty were involved in the con. After pleas from Imelda, his adoptive mother, Puss turns himself in to the guards while Humpty donates many golden eggs to the town and becomes a hero.

What's the full name of the ally of the thief that Puss gets romantic with?

task001_quoref_question_generation

task001-0f3bd781f1a6427c9f4e025b0484f7d6

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Puss in Boots is a talking cat named for his signature pair of boots. Puss is a fugitive on the run from the law, looking to restore his lost honor. He learns that the outlaw couple Jack and Jill have the magic beans he has been looking for most of his life, which can lead him to a giant's castle holding valuable golden goose eggs. When Puss tries to steal them from the outlaws' room, a female cat named Kitty Softpaws interrupts, and both fail. Kitty is allied with Humpty Alexander Dumpty, a talking egg and Puss' long-estranged childhood friend from the orphanage where he was raised. Puss tells Kitty his origin story and of his feelings of betrayal for a youthful misadventure when Humpty tricked Puss into helping commit a bank robbery in his hometown of San Ricardo; Puss has been on the run ever since. Humpty eventually convinces Puss to join them in finding the beans and retrieving the golden eggs. The trio steal the beans from Jack and Jill and plant them in the desert. Puss and Kitty's relationship becomes romantic. The trio ride the beanstalk into the clouds to find the castle of the late giant, while avoiding the Great Terror, a giant goose that guards the Golden Goose. When they realize the golden eggs are too heavy to carry, they steal the Goose, which is just a gosling, and escape the castle. While celebrating their victory, the group is ambushed by Jack and Jill, who knock Puss unconscious. When Puss wakes up, he tracks Jack and Jill to San Ricardo where he learns the entire heist was a plot by Humpty to lure him home to be arrested, as revenge for abandoning him to the authorities when Humpty's youthful heist went bad. Jack, Jill, and Kitty were involved in the con. After pleas from Imelda, his adoptive mother, Puss turns himself in to the guards while Humpty donates many golden eggs to the town and becomes a hero.

Where do many of the goose eggs get donated to?

task001_quoref_question_generation

task001-4898fc2231bc4de388a838a6f8435b0d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Mountains dominate central and western Rwanda. They are part of the Albertine Rift Mountains that flank the Albertine branch of the East African Rift, which runs from north to south along Rwanda's western border. The highest peaks are found in the Virunga volcano chain in the northwest; this includes Mount Karisimbi, Rwanda's highest point, at 4,507 metres (14,787 ft). This western section of the country lies within the Albertine Rift montane forests ecoregion. It has an elevation of 1,500 to 2,500 metres (4,921 to 8,202 ft). The centre of the country is predominantly rolling hills, while the eastern border region consists of savanna, plains and swamps.Rwanda has a temperate tropical highland climate, with lower temperatures than are typical for equatorial countries because of its high elevation. Kigali, in the centre of the country, has a typical daily temperature range between 12 and 27 °C (54 and 81 °F), with little variation through the year. There are some temperature variations across the country; the mountainous west and north are generally cooler than the lower-lying east. There are two rainy seasons in the year; the first runs from February to June and the second from September to December. These are separated by two dry seasons: the major one from June to September, during which there is often no rain at all, and a shorter and less severe one from December to February. Rainfall varies geographically, with the west and northwest of the country receiving more precipitation annually than the east and southeast. Global warming has caused a change in the pattern of the rainy seasons. According to a report by the Strategic Foresight Group, change in climate has reduced the number of rainy days experienced during a year, but has also caused an increase in frequency of torrential rains. Both changes have caused difficulty for farmers, decreasing their productivity. Strategic Foresight also characterise Rwanda as a fast warming country, with an increase in average temperature of between 0.7 °C to 0.9 °C over fifty years.

What is the name of the country in which the center is predominantly rolling hills while the eastern border region consists of savanna, plains and swamps?

task001_quoref_question_generation

task001-4898fc2231bc4de388a838a6f8435b0d

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Mountains dominate central and western Rwanda. They are part of the Albertine Rift Mountains that flank the Albertine branch of the East African Rift, which runs from north to south along Rwanda's western border. The highest peaks are found in the Virunga volcano chain in the northwest; this includes Mount Karisimbi, Rwanda's highest point, at 4,507 metres (14,787 ft). This western section of the country lies within the Albertine Rift montane forests ecoregion. It has an elevation of 1,500 to 2,500 metres (4,921 to 8,202 ft). The centre of the country is predominantly rolling hills, while the eastern border region consists of savanna, plains and swamps.Rwanda has a temperate tropical highland climate, with lower temperatures than are typical for equatorial countries because of its high elevation. Kigali, in the centre of the country, has a typical daily temperature range between 12 and 27 °C (54 and 81 °F), with little variation through the year. There are some temperature variations across the country; the mountainous west and north are generally cooler than the lower-lying east. There are two rainy seasons in the year; the first runs from February to June and the second from September to December. These are separated by two dry seasons: the major one from June to September, during which there is often no rain at all, and a shorter and less severe one from December to February. Rainfall varies geographically, with the west and northwest of the country receiving more precipitation annually than the east and southeast. Global warming has caused a change in the pattern of the rainy seasons. According to a report by the Strategic Foresight Group, change in climate has reduced the number of rainy days experienced during a year, but has also caused an increase in frequency of torrential rains. Both changes have caused difficulty for farmers, decreasing their productivity. Strategic Foresight also characterise Rwanda as a fast warming country, with an increase in average temperature of between 0.7 °C to 0.9 °C over fifty years.

What is the name of the country in which there are some temperature variations that include the mountainous west and north being generally cooler than the lower-lying east?

task001_quoref_question_generation

task001-c0a39935a808434c98f12095d865694c

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that "it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.".

What is the last name of the person who married the Italian merchant Michel Burlamacchi?

task001_quoref_question_generation

task001-c0a39935a808434c98f12095d865694c

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that "it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.".

What are the first names of the people in the couple that Dhanens theorises the piece was commissioned as a wedding gift for?

task001_quoref_question_generation

task001-c0a39935a808434c98f12095d865694c

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that "it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.".

What is the last name of the person who said "it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels?"?

task001_quoref_question_generation

task001-c0a39935a808434c98f12095d865694c

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that "it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.".

What is the belief that has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece?

task001_quoref_question_generation

task001-c0a39935a808434c98f12095d865694c

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that "it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.".

What was the first name of the person that historical research has been unable to verify his presence in Bruges around 1437?

task001_quoref_question_generation

task001-c0a39935a808434c98f12095d865694c

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that "it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.".

What was the last name of the family whose trading house in Paris was named after St. Catherine?

task001_quoref_question_generation

task001-c0a39935a808434c98f12095d865694c

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that "it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.".

What was the last name of the person who was a tax collector?

task001_quoref_question_generation

task001-c0a39935a808434c98f12095d865694c

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that "it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.".

What was the last name of the person who married Michele Burlamacchi?

task001_quoref_question_generation

task001-c0a39935a808434c98f12095d865694c

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that "it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.".

What was the first name of the person Catherine could have given the piece to ask as gift by way of protection on his travels?

task001_quoref_question_generation

task001-c0a39935a808434c98f12095d865694c

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that "it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.".

What was the first name of the person Michele could have given the piece to as a gift to pledge his affection during his absences?

task001_quoref_question_generation

task001-c0a39935a808434c98f12095d865694c

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: The identity of the donor has not been established, although a number of suggestions have been advanced over the last 200 years. Harbison suggests the work's small scale indicates that it functioned as a portable altarpiece rather than as a private devotional work, and thus was commissioned by or for a member of the clergy. Other art historians have argued that the donor may have been a Genoese merchant. This belief has been fed by the triptych's similarity to Giovanni Mazone's Virgin and Child altarpiece in Pontremoli, Tuscany, which may place it in the Italian region of Liguria at latest by the end of the 15th century. Damaged coats of arms on the inner frames have been linked to the Giustiniani family, known for establishing trade links with Bruges in the 14th and 15th centuries. If not commissioned by that family, historical record place the work at least in their possession by the end of the century. In the early 1800s, Frances Weale attempted to place Michele Giustiniani as the donor, however later historical research has been unable to verify his presence in Bruges around 1437, and he seems to have returned to Italy by 1430.Mid-twentieth century technical examination revealed the Giustiniani coats of arms may have been painted over an earlier heraldic design, perhaps as early as the 15th century, whose signifiance and history is now lost. Dhanens theorises that a member of the Giustiniani family may have established other associations with St. Michael and St. Catherine, advancing that they were a member of the Italian Rapondi family, whose trading house in Paris was named after St. Catherine. Their daughter, also named Catherine, married the Italian merchant Michel Burlamacchi (Bollemard in Flemish) from Lucca, who was active in Bruges. From this Dhanens theorises the piece was commissioned as a wedding gift for the couple. Documents show weavers in Wervik paid taxes to Catherine Rapondi and in September 1434, when Michele Burlamacchi was tax collector in that town, van Eyck received a stipend funded by local tax receipts, suggesting a connection. Dhanens admits the donor's identity is lost, but she says of the piece that "it could have been a gift from the husband to the wife, a pledge of his affection during his absences; or it could have been a gift from the wife to the husband, by way of protection on his travels.".

What is the last name of the people whose daughter, also named Catherine, married the Italian merchant Michel Burlamacchi?

task001_quoref_question_generation

task001-221d01cece75460299e384dc33c2027e

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Vessels from neighboring East Asian states such as Silla and Balhae of Korea and the Hizen Province of Japan were all involved in the Yellow Sea trade, which Silla dominated. After Silla and Japan reopened renewed hostilities in the late 7th century, most Japanese maritime merchants chose to set sail from Nagasaki towards the mouth of the Huai River, the Yangzi River, and even as far south as the Hangzhou Bay in order to avoid Korean ships in the Yellow Sea. In order to sail back to Japan in 838, the Japanese embassy to China procured nine ships and sixty Korean sailors from the Korean wards of Chuzhou and Lianshui cities along the Huai River. It is also known that Chinese trade ships traveling to Japan set sail from the various ports along the coasts of Zhejiang and Fujian provinces.The Chinese engaged in large-scale production for overseas export by at least the time of the Tang. This was proven by the discovery of the Belitung shipwreck, a silt-preserved shipwrecked Arabian dhow in the Gaspar Strait near Belitung, which had 63,000 pieces of Tang ceramics, silver, and gold (including a Changsha bowl inscribed with a date: "16th day of the seventh month of the second year of the Baoli reign", or 826, roughly confirmed by radiocarbon dating of star anise at the wreck). Beginning in 785, the Chinese began to call regularly at Sufala on the East African coast in order to cut out Arab middlemen, with various contemporary Chinese sources giving detailed descriptions of trade in Africa. The official and geographer Jia Dan (730–805) wrote of two common sea trade routes in his day: one from the coast of the Bohai Sea towards Korea and another from Guangzhou through Malacca towards the Nicobar Islands, Sri Lanka and India, the eastern and northern shores of the Arabian Sea to the Euphrates River. In 863 the Chinese author Duan Chengshi (d. 863) provided a detailed description of the slave trade, ivory trade, and ambergris trade in a country called Bobali, which historians suggest was Berbera in Somalia. In Fustat (old Cairo), Egypt, the fame of Chinese ceramics there led to an enormous demand for Chinese goods; hence Chinese often traveled there (this continued into later periods such as Fatimid Egypt). From this time period, the Arab merchant Shulama once wrote of his admiration for Chinese seafaring junks, but noted that their draft was too deep for them to enter the Euphrates River, which forced them to ferry passengers and cargo in small boats. Shulama also noted that Chinese ships were often very large, with capacities up to 600–700 passengers.

What was proven by the discovery of the Belitung shipwreck?

task001_quoref_question_generation

task001-9bda957833794b598a4fe9c6935d983a

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Audioslave was an American rock supergroup formed in Los Angeles in 2001. The four-piece band consisted of Soundgarden lead singer/rhythm guitarist Chris Cornell and Rage Against the Machine members Tom Morello (lead guitar), Tim Commerford (bass/backing vocals), and Brad Wilk (drums). Critics first described Audioslave as a combination of Soundgarden and Rage Against the Machine, but by the band's second album, Out of Exile, it was noted that they had established a separate identity. Audioslave's sound was created by blending 1970s hard rock with 1990s alternative rock. Moreover, Morello incorporated his well-known, unconventional guitar solos into the mix. As with Rage Against the Machine, the band prided themselves on the fact that all sounds on their albums were produced using only guitar, bass, drums, and vocals. In its six years of existence, Audioslave released three albums, received three Grammy nominations, sold more than eight million records worldwide and became the first American rock band to perform an open-air concert in Cuba. Audioslave disbanded in February 2007 when Cornell issued a statement announcing that he was permanently leaving the band "due to irresolvable personality conflicts as well as musical differences." The 2007 Rage Against the Machine reunion and tour involving the rest of the band, as well as solo albums released that same year by Morello and Cornell, cemented the supergroup's permanent demise. On January 20, 2017, three days after announcing their reunion, Audioslave performed together for the first time in over a decade at Prophets of Rage's Anti-Inaugural Ball. In the early hours of May 18, 2017, Chris Cornell was found dead in his hotel room in Detroit, at the age of 52, after playing a Soundgarden show.

What are the full names of the four members of Audioslave?

task001_quoref_question_generation

task001-9bda957833794b598a4fe9c6935d983a

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Audioslave was an American rock supergroup formed in Los Angeles in 2001. The four-piece band consisted of Soundgarden lead singer/rhythm guitarist Chris Cornell and Rage Against the Machine members Tom Morello (lead guitar), Tim Commerford (bass/backing vocals), and Brad Wilk (drums). Critics first described Audioslave as a combination of Soundgarden and Rage Against the Machine, but by the band's second album, Out of Exile, it was noted that they had established a separate identity. Audioslave's sound was created by blending 1970s hard rock with 1990s alternative rock. Moreover, Morello incorporated his well-known, unconventional guitar solos into the mix. As with Rage Against the Machine, the band prided themselves on the fact that all sounds on their albums were produced using only guitar, bass, drums, and vocals. In its six years of existence, Audioslave released three albums, received three Grammy nominations, sold more than eight million records worldwide and became the first American rock band to perform an open-air concert in Cuba. Audioslave disbanded in February 2007 when Cornell issued a statement announcing that he was permanently leaving the band "due to irresolvable personality conflicts as well as musical differences." The 2007 Rage Against the Machine reunion and tour involving the rest of the band, as well as solo albums released that same year by Morello and Cornell, cemented the supergroup's permanent demise. On January 20, 2017, three days after announcing their reunion, Audioslave performed together for the first time in over a decade at Prophets of Rage's Anti-Inaugural Ball. In the early hours of May 18, 2017, Chris Cornell was found dead in his hotel room in Detroit, at the age of 52, after playing a Soundgarden show.

What was the last name of the person who played lead guitar for Audioslave?

task001_quoref_question_generation

task001-9bda957833794b598a4fe9c6935d983a

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Audioslave was an American rock supergroup formed in Los Angeles in 2001. The four-piece band consisted of Soundgarden lead singer/rhythm guitarist Chris Cornell and Rage Against the Machine members Tom Morello (lead guitar), Tim Commerford (bass/backing vocals), and Brad Wilk (drums). Critics first described Audioslave as a combination of Soundgarden and Rage Against the Machine, but by the band's second album, Out of Exile, it was noted that they had established a separate identity. Audioslave's sound was created by blending 1970s hard rock with 1990s alternative rock. Moreover, Morello incorporated his well-known, unconventional guitar solos into the mix. As with Rage Against the Machine, the band prided themselves on the fact that all sounds on their albums were produced using only guitar, bass, drums, and vocals. In its six years of existence, Audioslave released three albums, received three Grammy nominations, sold more than eight million records worldwide and became the first American rock band to perform an open-air concert in Cuba. Audioslave disbanded in February 2007 when Cornell issued a statement announcing that he was permanently leaving the band "due to irresolvable personality conflicts as well as musical differences." The 2007 Rage Against the Machine reunion and tour involving the rest of the band, as well as solo albums released that same year by Morello and Cornell, cemented the supergroup's permanent demise. On January 20, 2017, three days after announcing their reunion, Audioslave performed together for the first time in over a decade at Prophets of Rage's Anti-Inaugural Ball. In the early hours of May 18, 2017, Chris Cornell was found dead in his hotel room in Detroit, at the age of 52, after playing a Soundgarden show.

What were the two types of rock that created Audioslave's sound?

task001_quoref_question_generation

task001-9bda957833794b598a4fe9c6935d983a

In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to 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: Audioslave was an American rock supergroup formed in Los Angeles in 2001. The four-piece band consisted of Soundgarden lead singer/rhythm guitarist Chris Cornell and Rage Against the Machine members Tom Morello (lead guitar), Tim Commerford (bass/backing vocals), and Brad Wilk (drums). Critics first described Audioslave as a combination of Soundgarden and Rage Against the Machine, but by the band's second album, Out of Exile, it was noted that they had established a separate identity. Audioslave's sound was created by blending 1970s hard rock with 1990s alternative rock. Moreover, Morello incorporated his well-known, unconventional guitar solos into the mix. As with Rage Against the Machine, the band prided themselves on the fact that all sounds on their albums were produced using only guitar, bass, drums, and vocals. In its six years of existence, Audioslave released three albums, received three Grammy nominations, sold more than eight million records worldwide and became the first American rock band to perform an open-air concert in Cuba. Audioslave disbanded in February 2007 when Cornell issued a statement announcing that he was permanently leaving the band "due to irresolvable personality conflicts as well as musical differences." The 2007 Rage Against the Machine reunion and tour involving the rest of the band, as well as solo albums released that same year by Morello and Cornell, cemented the supergroup's permanent demise. On January 20, 2017, three days after announcing their reunion, Audioslave performed together for the first time in over a decade at Prophets of Rage's Anti-Inaugural Ball. In the early hours of May 18, 2017, Chris Cornell was found dead in his hotel room in Detroit, at the age of 52, after playing a Soundgarden show.

What were the first names of the three members that came from Rage Against the Machine?